Perceptions of Inclusion in Students with Diagnosed Behavioural, Emotional and Social Difficulties (BESD) Displaying Internalising and Externalising Behaviour in Inclusive and Special Education

Autor/inn/en	Zdoupas, Philippos; Laubenstein, Désirée
Titel	Perceptions of Inclusion in Students with Diagnosed Behavioural, Emotional and Social Difficulties (BESD) Displaying Internalising and Externalising Behaviour in Inclusive and Special Education
Quelle	In: European Journal of Special Needs Education, 38 (2023) 5, S.717-730 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2159281
Schlagwörter	Foreign Countries; Special Education; Inclusion; Students with Disabilities; Behavior Problems; Emotional Disturbances; Social Problems; Interpersonal Relationship; Antisocial Behavior; Student Attitudes; Values; Cultural Influences; Adjustment (to Environment); Self Concept; Germany + Suchen Sie Ihr Suchwort? Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Social problem; Soziales Problem; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Wertbegriff; Cultural influence; Kultureinfluss; Selbstkonzept; Deutschland
Abstract	The present study aimed at researching whether students with formally diagnosed behavioural, emotional and social difficulties (BESD) differ in their self-perceived emotional and social inclusion as well as in their academic self-concept, depending on individual behavioural pattern (externalising and internalising behaviour) and school setting (inclusive and special education). In order to examine these research issues, students with diagnosed BESD from grade five to eight in inclusive and special school classes in Germany, North-Rhine Westphalia were questioned about their school-linked self-perceptions. Two-way analyses of variance were applied in order to investigate the relations between the included variables. The results indicate that academic self-concept of students with BESD is significantly more positive in special education than in inclusive education. Self-perceived social inclusion and academic self-concept of students with internalising behaviour prove to be significantly more negative in comparison to students with externalising behaviour. Descriptive statistics indicate that especially students with internalising behaviour in inclusive education are affected by low self-perceptions in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01