Why are these connections important? SEN child
Schools must take an active role in promoting the idea of social inclusion to develop happiness, self-esteem, self-confidence and improve mental health.
Children with additional learning needs who experience social inclusion and acceptance by their peers in mainstream schools are more likely to:
- Experience a successful adjustment into mainstream school 1 ;
- Develop social skills and social competence 2 ;
- Experience ongoing participation in peer groups 3 ;
- Develop higher levels of personal and social responsibility 4 ;
- Experience ongoing academic performance 5 .
Why are these connections important? SEN adult
Early social acceptance and accompanying social engagement with the peer group in school appears to be a facilitator of social skills and competence.
In adulthood this leads to:
- Long-term social adjustment 6 ;
- A greater contribution to society and likelihood of being employed 7 ;
- An ability to overcome social exclusion when they do experience it 8 ;
- A reduced likelihood of living in poverty, being unemployed, and/or having poor access to healthcare 9.
Why are these connections important? Non-SEN child
The benefits of social and psychological inclusion can also extend to students without additional learning needs.
Researchers suggest that implementing a constructive programme of social inclusion:
- Decreases negative attitudes, stereotypes, stigma and discrimination against people with intellectual and developmental disabilities 10&11 ;
- Increases the number of incidences of non-SEN student giving themselves more grace, increased self-worth, and a deeper appreciation for their own lives 12 ;
- Increases their range of caring and diverse friendships because of an increased acceptance and tolerance of people with differences 14&15.
Sources:
- Buhs, E. S., Ladd, G. W., & Herald, S. L. 2006. Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1.
- Fisher, M., & Meyer, L. H. 2002. Development and social competence after two years for students enrolled in inclusive and self-contained educational programs. Research and Practice for Persons with Severe Disabilities, 27(3), 165–174.
- McElwain, N. L., Olson, S. L., & Volling, B. L. 2002. Concurrent and longitudinal associations among preschool boys’ conflict management, disruptive behavior, and peer rejection. Early Education and Development, 13(3), 245–264.
- Hardiman, S., Guerin, S., & Fitzsimons, E. 2009. A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings. Research in Developmental Disabilities, 30(2), 397–407.
- Flook, L., Repetti, R. L., & Ullman, J. B. 2005. Classroom social experiences as predictors of academic performance. Developmental Psychology, 41(2), 319–327.
- Bagwell, C. L., Schmidt, M. E., Newcomb, A. F., & Bukowski, W. M. 2001. Friendship and peer rejection as predictors of adult adjustment. New Directions for Child and Adolescent Development, 2001(91), 25–50
- Overmars-Marx, T., Thomése, F., Verdonschot, M., & Meininger, H. 2014. Advancing social inclusion in the neighbourhood for people with an intellectual disability: An exploration of the literature. Disability & Society, 29(2), 255–274.
- Mahar, A. L., Cobigo, V., & Stuart, H. 2013. Conceptualizing belonging. Disability and Rehabilitation, 35(12), 1026–1032.
- Power, A. 2013. Making space for belonging: Critical reflections on the implementation of personalised adult social care under the veil of meaningful inclusion. Social Science & Medicine, 88, 68–75.
- Johnson, H., Douglas, J., Bigby, C., & Iacono, T. 2009. Maximizing community inclusion through mainstream communication services for adults with severe disabilities. International Journal of Speech-Language Pathology, 11(3), 180–190.
- Johnson, H., Douglas, J., Bigby, C., & Iacono, T. 2012. Social interaction with adults with severe intellectual disability: Having fun and hanging out. Journal of Applied Research in Intellectual Disabilities, 25(4), 329–341.
- Travers, H. E. and Carter, E. W. 2021. A Systematic Review of How Peer-Mediated Interventions Impact Students Without Disabilities. Remedial and Special Education. doi: 10.1177/0741932521989414.
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- Ruijs, N.M.; Peetsma, T.T. 2009. Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review. 4(2), 67–79.
- Salend, S.J.; Garrick Duhaney, L.M. 1999. The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education. 20(2), 114–126.
