La percepción de los alumnos como indicador de inclusión educativa

  1. Margarita Rodríguez Gudiño 1
  2. Cristina Jenaro Río 2
  3. Raimundo Castaño Calle 3
  1. 1 Equipo de Orientación Educativa y Psicopedagógica (EOEP) de Olivenza (Badajoz)
  2. 2 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  3. 3 Universidad Pontificia de Salamanca
    info

    Universidad Pontificia de Salamanca

    Salamanca, España

    ROR https://ror.org/02jj93564

Show affiliations +
Journal:
Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X,  2174-5374

Year of publication: 2022

Volume: 25

Issue: 1

Pages: 357-379

Type: Article

DOI: 10.5944/EDUXX1.30198 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educación XX1: Revista de la Facultad de Educación

Abstract

The main goal of this study was to analyze the relationship between pupils’ perception of their schools as inclusive schools and their sociometric status. For this, a sample of 881 students belonging to 43 primary classrooms (6 to 12 years old) of different educational levels, of which 98 pupils presented specific educational support needs (11.12 %), all of them enrolled in ordinary schools in the region of Extremadura (Spain). a questionnaire, based on the peers nomination method and attributes association, was used to analyze sociometric status. the Questionnaire on the Children’s Point of View, taken from the Index for Inclusion (Booth, ainscow & Kingston, 2006), was used to assess the pupils’ perception of their schools. the study showed that the perception that pupils have of their schools, whether they have specific needs for educational support or not, is significantly associated with their sociometric status, and more specifically, the rejection they receive in their classrooms from their peers. the results also indicated that students with specific educational needs feel more supported by teachers than by their peers. this leads us to reflect on whether the organizational measures adopted by schools affect their inclusion. Hence, the need to periodically assess grouping strategies and pupils ́ perception of their schools.

Bibliographic References

  • Adams, D., Harris, A., & Jones, M.S. (2016). Teacher-parent collaboration for an inclusive classroom: Success for every child. Malaysian Online Journal of Educational Sciences, 4 (3), 58-74. https://mojes.um.edu.my/article/view/12657/8148
  • Ainscow, M. (2016). Diversity and equity: A global education challenge. New Zealand. Journal of Educational Studies, 51(2), 143–155. https://doi.org/10.1007/s40841-016-0056-x
  • Akin, D., & Huang, L. M. (2019). Perceptions of college students with disabilities. Journal of Postsecondary Education and Disability, 32(1), 21-33. http://www.ahead.org/publications/jped
  • Alborno, N. E., & Gaad, E. (2014). "Index for inclusion": A framework for school review in the United Arab Emirates. British Journal of Special Education, 41(3), 231-248. http://dx.doi.org/10.1111/1467-8578.12073
  • Amr, M., Al-Natour, M., Al-Abdallat, B., & Alkhamra, H. (2016). Primary school teachers´s knowledge, attitudes and views on barriers to inclusion in Jordan. International Journal of Special Education, 31(1), 67-77. https://files.eric.ed.gov/fulltext/EJ1099989.pdf
  • Ávila, M. (2017). Calidad y equidad educativa: La educación inclusiva como derecho. https://bit.ly/3mpR5Ij
  • Baydik, B., & Bakkaloglu, H. (2009). Predictors of sociometric status for low socioeconomic status elementary mainstreamed students with and without special needs. Educational Sciences: Theory and Practice, 9(2), 435-47. https://files.eric.ed.gov/fulltext/EJ847760.pdf
  • Blandon, A. Y., Calkins, S. D., Grimm, K. J., Keane, S. P., & O’Brien, M. (2010). Testing a developmental cascade model of emotional and social competence and early peer acceptance. Development and Psychopathology, 22(1), 737-748. https://doi.org/10.1017/S0954579410000428
  • Booth, T., Ainscow, M., & Kingston, D. (2006). Index for Inclusion: developing play, learning, and participation in early years and childcare. Centre for Studies on Inclusive Education (CSIE). https://bit.ly/3DjEr4J
  • Crouch, R., Keys, C. B., & McMahon, S. D. (2014). Student–teacher relationships matter for school inclusion: School belonging, disability, and school transitions. Journal of Prevention and Intervention in the Community, 42 (1), 20-30. https://doi.org/10.1080/10852352.2014.855054
  • DeRosier, M., & Thomas, J. M. (2003). Strengthening sociometric prediction: scientific advances in the assessment of children´s peer relations. Child Development, 74(5), 1379-1392. https://doi.org/10.1111/1467-8624.00613
  • De Vroey, A., Struyf, E., & Petry, K. (2016). Secondary schools included: A literature review. International Journal of Inclusive Education, 20(2), 109-135. https://doi.org/10.1080/13603116.2015.1075609
  • Díaz-Aguado, M.J. (2006). Del acoso escolar a la cooperación en las aulas. Pearson.
  • García-Bacete, F. J. (2006). La identificación de los alumnos rechazados. Comparación de métodos sociométricos de nominaciones bidimensionales. Infancia y Aprendizaje, 29(4), 437-451. https://doi.org/10.1174/021037006778849585
  • González-Gil, F., Gómez-Vela, M., & Jenaro, C. (2007). Traducción y adaptación del Index para la inclusión. Desarrollo del juego, el aprendizaje y la participación en educación infantil. Centre for Studies on Inclusive Education (CSIE). https://bit.ly/3AeNDFx
  • Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian Journal of Disability Research, 19(3), 206-217. https://doi.org/10.1080/15017419.2016.1224778
  • Héctor, S., & Olivarez, A. (1995). A meta-analysis of peer rating sociometric studies with pupils with learning disabilities. The Journal of Special Education, 29(1), 1-19. http://dx.doi.org/10.1177/002246699502900101
  • Hodson, P., Baddeley, A., Laycock, S., & Williams, S. (2005). Helping Secondary Schools to Be More Inclusive of Year 7 Pupils with SEN. Educational Psychology in Practice, 21(1), 53-67.
  • Krampač, A., & Kolak, A. (2018). Peer relations in inclusive classes. Research in Pedagogy, 8(1), 17-35. http://dx.doi.org/10.17810/2015.68
  • Kwon, K., Hong, S., & Jeon, H. (2017). Classroom readiness for successful inclusion: Teacher factors and preschool children’s experience with and attitudes toward peers with disabilities. Journal of Research in Childhood Education, 31(3), 360–378. http://dx.doi.org/10.1080/02568543.2017.1309480
  • Lancaster, J., & Bain, A. (2019). Designing university courses to improve pre-service teachers' pedagogical content knowledge of evidence-based inclusive practice. Australian Journal of Teacher Education, 44(2), 51-65.
  • Lindner, K., Alnahdi, G., Wahl, S., & Schwab, S. (2019). Personalization teaching approaches in inclusive classrooms: perspectives of students and teachers. Frontiers in Education, 4(58), 1-13. http://dx.doi.org/10.3389/feduc.2019.00058
  • Martín, E., Muñoz de Bustillo, M.C., & Pérez, N. (2011). Las relaciones de amistad en la escuela de los menores en acogimiento residencial. Revista de Psicodidáctica, 6(2), 351-366. https://www.redalyc.org/pdf/175/17518828005.pdf
  • Moliner, O., Arnaiz, P., & Sanahuja, A. (2020). Rompiendo la brecha entre teoría y práctica: ¿Qué estrategias utiliza el profesorado universitario para movilizar el conocimiento sobre educación inclusiva? Educación XX1, 23(1), 173-195. https://doi.org/10.5944/educXX1.23753
  • Nepi, L. D., Fioravanti, J., Nannini, P., & Peru, A. (2015). Social acceptance and the choosing of favourite classmates: a comparison between students with special educational needs and typically developing students in a context of full inclusion. British Journal of Special Education, 42(3), 320-337. http://dx.doi.org/10.1111/1467-8578.12096
  • Ng, C. K. M., & Yuen, M. (2011). The perceived school climate in invitational schools in Hong Kong: Using the Chinese version of the Inviting School Survey-Revised (ISS-R). Journal of Invitational Theory and Practice, 17, 11-21. https://files.eric.ed.gov/fulltext/EJ974509.pdf
  • Odongo, G., & Davidson, R. (2016). Examining the attitudes and concerns of the Kenyan teachers toward the inclusion of children with disabilities in the general education classroom: A mixed methods study. International Journal of Special Education, 31(2), 1-30. https://files.eric.ed.gov/fulltext/EJ1111087.pdf
  • Perolli-Shehu, B. (2019). Peer acceptance in early childhood: Links to socio-economic status and social competence, Journal of Social Studies Education Research, 10(4), 176-200. https://files.eric.ed.gov/fulltext/EJ1241768.pdf
  • Pijl, S. J., Frostad, P., & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research, 52(4), 387-405. https://doi.org/10.1080/00313830802184558
  • Prince, E. J., & Hadwin, J. (2013). The role of a sense of school belonging in understanding the effectiveness of inclusion of children with special educational needs. International Journal of Inclusive Education, 17(3), 238-262. http://dx.doi.org/10.1080/13603116.2012.676081
  • Purkey, W., & Novak, J. (2016). Fundamentals of invitational education (2nd ed.). International Alliance for Invitational Education.
  • Ramberg, J., & Watjins, A. (2020). Exploring inclusive education across Europe: some insights from the European agency statistics on inclusive education. FIRE, Forum for International Research in Education, 6(1), 85-101. https://doi.org/10.32865/fire202061172
  • Rose, K. K., Barahona, D., & Muro, J. (2017). Peer perceptions of students receiving pull-out services in elementary school: A multi-age study. International Journal of Inclusive Education, 21(4), 376-388. http://dx.doi.org/10.1080/13603116.2016.1197323
  • Rose, R., & Shevlin, M. (2017). A sense of belonging: Children´s views of acceptance in “inclusive” mainstream schools, International Journal of Whole Schooling, Special Issue, 13(1), 65-80. https://eric.ed.gov/?id=EJ1142322
  • Saloviita, T. (2020) Attitudes of teachers towards inclusive education in Finland, Scandinavian Journal of Educational Research, 64(2) 270-282. http://dx.doi.org/10.1080/00313831.2018.1541819
  • Scholes, L., Lunn Brownlee, J., Walker, S., Johansson, E., Lawson, V., & Mascadri, J. (2017). Promoting social inclusion in the early years of elementary school: a focus on children's epistemic beliefs for moral reasoning. International Journal of Inclusive Education, 21(5), 507-520. https://doi.org/10.1080/13603116.2016.1223181
  • Schwab, S. (2018). Friendship stability among students with and without special educational needs. Educational Studie, 45(3), 390-401. http://dx.doi.org/10.1080/03055698.2018.1509774.
  • Schwab, S., Sharma, U., & Hoffmann, L. (2019). How inclusive are the teaching practices of my German, Maths and English teachers? Psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices. International Journal of Inclusive Education, 1-20. http://dx.doi.org/10.1080/13603116.2019.1629121
  • Shogren, K. A., Gross, J.M., Forber-Pratt, A.J., Francis, G. L. Satter, A., Blue-Banning, M., & Hill, C. (2015).The perspectives of students with and without disabilities on inclusive schools. Research and Practice for Persons with Severe Disabilities, 40(4), 243–260. http://dx.doi.org/10.1177/1540796915583493
  • Stites, M., Rakes, C., Noggle, A., & Sha, S. (2018). Preservice teacher perceptions of preparedness to teach in inclusive settings as an indicator of teacher preparation program effectiveness. Discourse and Communication for Sustainable Education, 9(2), 21-39. http://dx.doi.org/10.2478/dcse-2018-0012
  • Van der Wilt, F., Van der Veen, Ch., Van Kruistum, C., & Van Oers, B. (2020). Language abilities and peer rejection in kindergarten: A mediation analysis. Early Education and Development, 31(2), 269-283. https://doi.org/ 10.1080/10409289.2019.1624145
  • Vignes, C., Godeau, E., Sentenac, M., Coley, N., Navarro, F., Grandjean, M., & Arnaud, C. (2009). Determinants of students´ attitudes towards peers with disabilities. Developmental Medicine and Child Neurology, 51, 473-479. https://doi.org/10.1111/j.1469-8749.2009.03283.x
  • Wallace, T. L., Kelcey, B., & Ruzek, E. (2016). What can student perception surveys tell us about teaching? Empirically testing the underlying structure of the tripod student perception survey. American Educational Research Journal, 53, 1834–1868. https://doi.org/10.3102/0002831216671864
  • Wendelborg, C., & Tossebro, J. (2011). Educational arrangements and social participation with peers amongst children with disabilities in regular schools. International Journal of Inclusive Education, 15(5), 497-512. https://doi.org/10.1080/13603110903131739
Data source: Dialnet