Social classroom climate and personalised instruction as predictors of students' social participation

• Published in: International journal of inclusive education Vol. 27; no. 11; pp. 1223 - 1238
• Main Authors: Zurbriggen, Carmen L. A., Hofmann, Verena, Lehofer, Mike, Schwab, Susanne
• Format: Journal Article
• Language: English
• Published: London Routledge 19.09.2023; Taylor & Francis Ltd
• Subjects: Classroom Environment; Classrooms; Climate; Elementary Secondary Education; Foreign Countries; Grade 4; Grade 5; Grade 6; Grade 7; Inclusion; Individualized Instruction; Interpersonal Relationship; Peers; personalised instruction; social classroom climate; Social participation; Social Status; special educational needs; Student Attitudes; Students; Students with Disabilities; Teaching; Teaching Methods; Austria
• ISSN: 1360-3116; 1464-5173
• DOI: 10.1080/13603116.2021.1882590

Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students' social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participation, in general, and reduce the effect of lower social participation among students with SEN, in particular. The sample includes 518 students in 31 Grade 4 and 7 classes from Austria, of whom 99 are students with SEN. The results show that students with SEN receive fewer peer nominations and perceive their social participation to be lower compared to their peers without SEN. However, the association between SEN and self-perceived social participation is moderated by the social classroom climate, i.e. the difference becomes smaller when the social classroom climate is more positive. Furthermore, the higher the personalised instruction was rated by a student, the higher was his or her social status. The results suggest that interventions should focus not only on the improvement of individual students (with SEN) but also on changing the whole classroom environment.