The Social Acceptance of Secondary School Students with Learning Disabilities (LD)
Keywords:
students with LD, social integration, social self-efficacy, sociometric status, secondary school vocational education
Abstract
This paper aims to shed light on the level of social acceptance among students with learning disabilities (LD4) in various secondary school vocational programs in comparison with their peers without disabilities. Our findings are based on an empirical study that comprised 417 students,5 of whom 85 were students with LD. Based on sociometric analyses of all
participating classes, we determined that students with LD were less integrated into the classroom in comparison to their peers without LD. The results of the sociometric analysis show statistically significant differences in the sociometric position between students with LD and students without LD. While students with LD were most frequently perceived as rejected,
students without LD were seen as popular or average. In addition, students with LD see themselves as less socially self-efficient compared to their peers. The results of our study mostly refer to boys, because the sample comprised 359 boys and 58 girls. We believe that pro-inclusion teachers with appropriately developed strategies for strengthening students’ social
skills, as well as positive attitudes and sufficient knowledge about the special needs of students can have a significant impact on the social acceptance of students with special needs in the classroom community.
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References
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Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the incluson of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191-211.
Bakker, J. T. A., & Bosman, A. M. T. (2003). Self-image and peer acceptance of Dutch students in regular and special education. Lerning Disability Quarterly, 26, 5−14.
Bakker, J. T. A., Denessen, E., Bosman, A. M. T., Krijger, E. M., & Bouts, L. (2007). Sociometric status and self-image of children with specific and general learning disabilities in Dutch general and special education classes. Lerning Disability Quarterly, 47(30), 47−62.
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), 435−445.
Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji (2011). Krek, J. & Metljak, M. (Eds.). Ljubljana: Ministrstvo za šolstvo in šport.
Cowden, A. P. (2010). Social Anxiety in Children with Disabilities. Journal of Instructional Psychology, 37(4), 301−305.
Crosby, K. A, Fireman, G. D., & Clopton, J. R. (2011). Differences between non-aggressive, rejected children and popular children during peer collaboration. Child& Family Behavior Therapy, 33, 1−19.
Durkin, K. (1995). Developmental social psychology: from infancy to old age. Oxford: Blackwell.
Flere, S., KlajnÅ¡ek, R., Musil, B., TavÄar Krajnc, M., KirbiÅ¡, A., & Naterer, A. (2008). Dejavniki Å¡olske uspeÅ¡nosti v poklicnem izobraževanju: poroÄilo o rezultatih raziskave. Ljubljana: PedagoÅ¡ki inÅ¡titut.
Galeša, M. (1995). Specialna metodika individualizacije. Radovljica: Didakta.
Grmek IvanuÅ¡, M., BakraÄeviÄ Vukman, K., CenciÄ, M., ÄŒagran, B., Javornik KreÄiÄ, M., Schmidt, M. et al. (2009). NaÄrtovanje vzgojno-izobraževalnega procesa – koncepti naÄrtovanja kurikula. Maribor: Univerza v Mariboru, PedagoÅ¡ka fakulteta.
Haager, D., & Vaughn, S. (1995). Parent, Teacher, Peer and Self-Reports of the Social Competence of Students with Learning Disabilities. Journal of Learning Disabilities, 28(4), 205−215.
Haeberlin, U., Bless, G., Moser, U., & Klaghofer, R.(1991). Die Integration von Lernbehinderten, Versuche, Theorien, Forschungen, Enttauschungen, Hoffnungen. Bern und Stuttgart: Verlag Paul Haupt.
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Kavkler, M. (2005). Model sistemskega pristopa inkluzivnega Å¡olanja. In M. SardoÄ & M. Kavkler (Eds.), Konferenca Izobraževanje otrok s posebnimi potrebami: od dobre teorija k uÄinkoviti praksi (pp. 29−34). Ljubljana: PedagoÅ¡ki inÅ¡titut.
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Kavkler, M., Magajna, L., Lipec Stopar, M., Bregar GolobiÄ, K., ÄŒaÄinoviÄ VogrinÄiÄ, G., & Janželj, L. (2010). Težave dijakov pri uÄenju v poklicnem in strokovnem izobraževanju: Opredelitev,
prepoznavanje, oblike in mreža pomoÄi. Ljubljana: Ministrstvo za Å¡olstvo in Å¡port. Retrieved 1. 4. 2012 from http://www.cpi.si/files/cpi/userfiles/Datoteke/Publikacije/Tezave_dijakov_pri_ucenju_raziskovalno_porocilo.pdf
KoÅ¡ir, K., & PeÄjak, S. (2007). Dejavniki, ki se povezujejo s socialno sprejetostjo v razliÄnih obdobjih Å¡olanja. PsiholoÅ¡ka obzorja, 16(3), 49−73.
Košir, K. (2013). Socialni odnosi v šoli. Maribor: Subkulturni azil Maribor.
Lackaye, T., Margalit, M., Ziv, O., & Ziman, Z. (2006). Comparisons of Self-Efficacy, Mood, Effort, and Hope Between Studentswith Learning Disabilities and Their Non-LD-Matched Peers. Learning Disabilities Research in Practice, 21(2), 111–121.
LebariÄ, N., Kobal Grum, D., & Kolenc, J. (2006). Socialna integracija otrok s posebnimi potrebami. Radovljica: Didakta.
Lewis, R. B., & Doorlag, D. H. (1999). Teaching special students in general education classrooms (5. izdaja). New Jersey: Simon & Schuster.
Magajna, L. (2002). SpecifiÄne uÄne težave-prepoznavanje, razumevanje, premagovanje. In M. Kavkler & N. KonÄnik GorÅ¡iÄ (Eds.), SpecifiÄne uÄne težave otrok in mladostnikov (pp. 15−29).
Ljubljana: Svetovalni center za otroke, mladostnike in starše. Narodna in univerzitetna knjižnica.
MarentiÄ Požarnik, B. (1980). Dejavniki in metode uspeÅ¡nega uÄenja. Ljubljana: DDU Univezum.
McDougall, J., DeWit, D., King, G., Miller, L. T., & Killip, S. (2004). High School-Aged Youths` Attitudes Toward Their Peers With Disabilities: the role of school and student interpersonal Factors.
Internatopnal Journal of Disability, Development and Education, 51(3), 287−313.
Medveš, Z. (2007). Vzgojni koncept med vrednostno matrico in moralno samopodobo. Sodobna pedagogika, 58(posebna izdaja), 6–29.
MedveÅ¡, Z., Kodelja, Z., Mažgon, J., Ermenc, S. K., PeÄek, M., Lesar, I. et. al. (2008). Prispevek poklicnega in strokovnega izobraževanja k praviÄnosti in socialni vkljuÄenosti. Sodobna pedagogika, 59(5), 74−94.
Opara, B., Barle Lakota, A., GlobaÄnik, B., Kobal Grum, D., KoÅ¡ir, S., Macedoni LukÅ¡iÄ, M. et al. (2010). Analiza vzgoje in izobraževanja otrok s posebnimi potrebami v Sloveniji. Ljubljana: PedagoÅ¡ki inÅ¡titut.
PeÄjak, S., & KoÅ¡ir, K. (2002). Poglavja iz pedagoÅ¡ke psihologije. Izbrane teme. Ljubljana: Filozofska fakulteta.
Pijl, J. S., 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.
Pijl, J. S., Frostad, P., & Mjaavant, P. E. (2011). Segregation in the classroom: What does it take to be accepted as a friend?. Social Psychology of Education, 14(1), 41−55.
Prah, A. (2011). Socialne spretnosti uÄencev s primanjkljaji na posameznih podroÄjih uÄenja v osnovni Å¡oli. Magistrsko delo. Ljubljana: Univerza v Ljubljani, PedagoÅ¡ka fakulteta.
Pravilnik o organizaciji in naÄinu dela komisij za usmerjanje otrok s posebnimi potrebami ter o kriterijih za opredelitev vrste in stopnje primanjkljajev, ovir oziroma motenj otrok s posebnimi
potrebami. Uradni list RS, 54/2003.
Rogelj, T., Ule, M., & Hlebec, V. (2004). Socialna opora med dijaki glede na njihov individualni položaj v strukturi popolnega omrežja v razredu. Družboslovne razprave, 20(45), 13−32.
Satow, L., & Schwarzer, R. (2003).Entwicklung schulischer und sozialer Selbstwirksamkeitserwartung: eine Analyse individueller Wachstumskurven. Psychologie in Erziehung und Unterricht, 50(2), 168−181.
Satow, L., & Mittag,W. (1999). Lestvica socialne samouÄinkovitosti. Retrieved 10. 10. 2012 from na: http://www.erzwiss.uni-halle.de/gliederung/paed/ppsych/bericht03.pdf
Schmidt, M. (1999). UÄenici s teÅ¡koćama u uÄenju i njihova socijalna integracija. Hrvatska revija za rehabilitacijska istraživanja, 35(1), 1-9.
Schmidt, M. (2001). Socialna integracija otrok s posebnimi potrebami v osnovno šolo. Miklavž na Dravskem polju: Univerza v Mariboru, Pedagoška fakulteta.
Schmidt, M., & ÄŒagran, B. (2011). StaliÅ¡Äa slovenskih uÄiteljev o vplivu integracije/inkluzije na uÄence z razliÄnimi vrstami posebnih potreb v osnovni Å¡oli. Å olsko polje, 22(1−2), 55−72.
StatistiÄni urad RS. Retrieved 20.11.2012 from http://www.stat.si/tema_demografsko_izobrazevanje.asp
Stone, W. L., & La Greca, A. (1990). The Social Status of Children with Learning Disabilities: A Reexamination. Journal of Learning Disabilities, 23(1), 32−37.
Tancig, S. (s.d.). Metakognitivni programi za otroke s specifiÄnimi uÄnimi težavami. Retrieved 31. 10. 2012 from http://www.drustvo-bravo.si/web/index.php?option=com_
phocadownload&view=file&id=42:.-p-p&Itemid=16
VonÄina, V., Pevec Grm, S., Silvar, B., Mali, D., Krajnc, T., Å ibanc, M., PuÅ¡nik, M., & Jeznik, K. (2006). Prvo poroÄilo o poteku poskusnega izvajanja izobraževalnega programa Avtoserviser. Ljubljana: Center Republike Slovenije za poklicno izobraževanje.
Vyšniauskytė-Rimkienė, J., & Kardelis, K. (2005). Peer reputation of adolescents: sociometric status differences. Medicina (Kaunas), 41(6), 522-527. Retrieved 10.2.2014 from http://medicina.kmu.lt/0506/0506-11e.pdf
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). Uradni list RS, 58/2011.
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP). Uradni list RS, 54/2000.
ZupanÄiÄ, M., Gril, A., & KavÄiÄ, T. (2000). Predstavitev prve poskusne oblike ocenjevalne lestvice socialne prilagojenosti predÅ¡olskih otrok (OLSP) ter njene konstruktne veljavnosti. PsiholoÅ¡ka obzorja, 9(3), 45−66.
ZupanÄiÄ, M., Gril, A., & KavÄiÄ, T. (2001). Socialno vedenje in sociometriÄni položaj predÅ¡olskih otrok v vrtcu. PsiholoÅ¡ka obzorja, 10(2). 67−88.
Avramidis, E., Bayliss, P., & Burden, R. (2000). A survey into mainstream teachers’ attitudes towards the incluson of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191-211.
Bakker, J. T. A., & Bosman, A. M. T. (2003). Self-image and peer acceptance of Dutch students in regular and special education. Lerning Disability Quarterly, 26, 5−14.
Bakker, J. T. A., Denessen, E., Bosman, A. M. T., Krijger, E. M., & Bouts, L. (2007). Sociometric status and self-image of children with specific and general learning disabilities in Dutch general and special education classes. Lerning Disability Quarterly, 47(30), 47−62.
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), 435−445.
Bela knjiga o vzgoji in izobraževanju v Republiki Sloveniji (2011). Krek, J. & Metljak, M. (Eds.). Ljubljana: Ministrstvo za šolstvo in šport.
Cowden, A. P. (2010). Social Anxiety in Children with Disabilities. Journal of Instructional Psychology, 37(4), 301−305.
Crosby, K. A, Fireman, G. D., & Clopton, J. R. (2011). Differences between non-aggressive, rejected children and popular children during peer collaboration. Child& Family Behavior Therapy, 33, 1−19.
Durkin, K. (1995). Developmental social psychology: from infancy to old age. Oxford: Blackwell.
Flere, S., KlajnÅ¡ek, R., Musil, B., TavÄar Krajnc, M., KirbiÅ¡, A., & Naterer, A. (2008). Dejavniki Å¡olske uspeÅ¡nosti v poklicnem izobraževanju: poroÄilo o rezultatih raziskave. Ljubljana: PedagoÅ¡ki inÅ¡titut.
Galeša, M. (1995). Specialna metodika individualizacije. Radovljica: Didakta.
Grmek IvanuÅ¡, M., BakraÄeviÄ Vukman, K., CenciÄ, M., ÄŒagran, B., Javornik KreÄiÄ, M., Schmidt, M. et al. (2009). NaÄrtovanje vzgojno-izobraževalnega procesa – koncepti naÄrtovanja kurikula. Maribor: Univerza v Mariboru, PedagoÅ¡ka fakulteta.
Haager, D., & Vaughn, S. (1995). Parent, Teacher, Peer and Self-Reports of the Social Competence of Students with Learning Disabilities. Journal of Learning Disabilities, 28(4), 205−215.
Haeberlin, U., Bless, G., Moser, U., & Klaghofer, R.(1991). Die Integration von Lernbehinderten, Versuche, Theorien, Forschungen, Enttauschungen, Hoffnungen. Bern und Stuttgart: Verlag Paul Haupt.
Izobraževanje uÄiteljev za inkluzijo (2011). European Agency for Development in Secial Needs Education. Retrieved 12. 7. 2013 from http://www.european-agency.org/publications/flyers/teachereducation-for-inclusion-key-policy-messages/TE4i-policypaper-SL.pdf/view
Kavale, K. A., & Forness, S. R. (1996). Social skills deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 1 29(3), 226-237.
Kavkler, M. (2005). Model sistemskega pristopa inkluzivnega Å¡olanja. In M. SardoÄ & M. Kavkler (Eds.), Konferenca Izobraževanje otrok s posebnimi potrebami: od dobre teorija k uÄinkoviti praksi (pp. 29−34). Ljubljana: PedagoÅ¡ki inÅ¡titut.
Kavkler, M., & Magajna, L. (2003). Primanjkljaji na posameznih podroÄjih uÄenja. Retrieved 1. 11. 2012 from
http://www.drustvo-bravo.si/web/index.php?option=com_phocadownload&view=file&id=31:.-l-.-.-p-p&Itemid=16
Kavkler, M., Magajna, L., Lipec Stopar, M., Bregar GolobiÄ, K., ÄŒaÄinoviÄ VogrinÄiÄ, G., & Janželj, L. (2010). Težave dijakov pri uÄenju v poklicnem in strokovnem izobraževanju: Opredelitev,
prepoznavanje, oblike in mreža pomoÄi. Ljubljana: Ministrstvo za Å¡olstvo in Å¡port. Retrieved 1. 4. 2012 from http://www.cpi.si/files/cpi/userfiles/Datoteke/Publikacije/Tezave_dijakov_pri_ucenju_raziskovalno_porocilo.pdf
KoÅ¡ir, K., & PeÄjak, S. (2007). Dejavniki, ki se povezujejo s socialno sprejetostjo v razliÄnih obdobjih Å¡olanja. PsiholoÅ¡ka obzorja, 16(3), 49−73.
Košir, K. (2013). Socialni odnosi v šoli. Maribor: Subkulturni azil Maribor.
Lackaye, T., Margalit, M., Ziv, O., & Ziman, Z. (2006). Comparisons of Self-Efficacy, Mood, Effort, and Hope Between Studentswith Learning Disabilities and Their Non-LD-Matched Peers. Learning Disabilities Research in Practice, 21(2), 111–121.
LebariÄ, N., Kobal Grum, D., & Kolenc, J. (2006). Socialna integracija otrok s posebnimi potrebami. Radovljica: Didakta.
Lewis, R. B., & Doorlag, D. H. (1999). Teaching special students in general education classrooms (5. izdaja). New Jersey: Simon & Schuster.
Magajna, L. (2002). SpecifiÄne uÄne težave-prepoznavanje, razumevanje, premagovanje. In M. Kavkler & N. KonÄnik GorÅ¡iÄ (Eds.), SpecifiÄne uÄne težave otrok in mladostnikov (pp. 15−29).
Ljubljana: Svetovalni center za otroke, mladostnike in starše. Narodna in univerzitetna knjižnica.
MarentiÄ Požarnik, B. (1980). Dejavniki in metode uspeÅ¡nega uÄenja. Ljubljana: DDU Univezum.
McDougall, J., DeWit, D., King, G., Miller, L. T., & Killip, S. (2004). High School-Aged Youths` Attitudes Toward Their Peers With Disabilities: the role of school and student interpersonal Factors.
Internatopnal Journal of Disability, Development and Education, 51(3), 287−313.
Medveš, Z. (2007). Vzgojni koncept med vrednostno matrico in moralno samopodobo. Sodobna pedagogika, 58(posebna izdaja), 6–29.
MedveÅ¡, Z., Kodelja, Z., Mažgon, J., Ermenc, S. K., PeÄek, M., Lesar, I. et. al. (2008). Prispevek poklicnega in strokovnega izobraževanja k praviÄnosti in socialni vkljuÄenosti. Sodobna pedagogika, 59(5), 74−94.
Opara, B., Barle Lakota, A., GlobaÄnik, B., Kobal Grum, D., KoÅ¡ir, S., Macedoni LukÅ¡iÄ, M. et al. (2010). Analiza vzgoje in izobraževanja otrok s posebnimi potrebami v Sloveniji. Ljubljana: PedagoÅ¡ki inÅ¡titut.
PeÄjak, S., & KoÅ¡ir, K. (2002). Poglavja iz pedagoÅ¡ke psihologije. Izbrane teme. Ljubljana: Filozofska fakulteta.
Pijl, J. S., 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.
Pijl, J. S., Frostad, P., & Mjaavant, P. E. (2011). Segregation in the classroom: What does it take to be accepted as a friend?. Social Psychology of Education, 14(1), 41−55.
Prah, A. (2011). Socialne spretnosti uÄencev s primanjkljaji na posameznih podroÄjih uÄenja v osnovni Å¡oli. Magistrsko delo. Ljubljana: Univerza v Ljubljani, PedagoÅ¡ka fakulteta.
Pravilnik o organizaciji in naÄinu dela komisij za usmerjanje otrok s posebnimi potrebami ter o kriterijih za opredelitev vrste in stopnje primanjkljajev, ovir oziroma motenj otrok s posebnimi
potrebami. Uradni list RS, 54/2003.
Rogelj, T., Ule, M., & Hlebec, V. (2004). Socialna opora med dijaki glede na njihov individualni položaj v strukturi popolnega omrežja v razredu. Družboslovne razprave, 20(45), 13−32.
Satow, L., & Schwarzer, R. (2003).Entwicklung schulischer und sozialer Selbstwirksamkeitserwartung: eine Analyse individueller Wachstumskurven. Psychologie in Erziehung und Unterricht, 50(2), 168−181.
Satow, L., & Mittag,W. (1999). Lestvica socialne samouÄinkovitosti. Retrieved 10. 10. 2012 from na: http://www.erzwiss.uni-halle.de/gliederung/paed/ppsych/bericht03.pdf
Schmidt, M. (1999). UÄenici s teÅ¡koćama u uÄenju i njihova socijalna integracija. Hrvatska revija za rehabilitacijska istraživanja, 35(1), 1-9.
Schmidt, M. (2001). Socialna integracija otrok s posebnimi potrebami v osnovno šolo. Miklavž na Dravskem polju: Univerza v Mariboru, Pedagoška fakulteta.
Schmidt, M., & ÄŒagran, B. (2011). StaliÅ¡Äa slovenskih uÄiteljev o vplivu integracije/inkluzije na uÄence z razliÄnimi vrstami posebnih potreb v osnovni Å¡oli. Å olsko polje, 22(1−2), 55−72.
StatistiÄni urad RS. Retrieved 20.11.2012 from http://www.stat.si/tema_demografsko_izobrazevanje.asp
Stone, W. L., & La Greca, A. (1990). The Social Status of Children with Learning Disabilities: A Reexamination. Journal of Learning Disabilities, 23(1), 32−37.
Tancig, S. (s.d.). Metakognitivni programi za otroke s specifiÄnimi uÄnimi težavami. Retrieved 31. 10. 2012 from http://www.drustvo-bravo.si/web/index.php?option=com_
phocadownload&view=file&id=42:.-p-p&Itemid=16
VonÄina, V., Pevec Grm, S., Silvar, B., Mali, D., Krajnc, T., Å ibanc, M., PuÅ¡nik, M., & Jeznik, K. (2006). Prvo poroÄilo o poteku poskusnega izvajanja izobraževalnega programa Avtoserviser. Ljubljana: Center Republike Slovenije za poklicno izobraževanje.
Vyšniauskytė-Rimkienė, J., & Kardelis, K. (2005). Peer reputation of adolescents: sociometric status differences. Medicina (Kaunas), 41(6), 522-527. Retrieved 10.2.2014 from http://medicina.kmu.lt/0506/0506-11e.pdf
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP-1). Uradni list RS, 58/2011.
Zakon o usmerjanju otrok s posebnimi potrebami (ZUOPP). Uradni list RS, 54/2000.
ZupanÄiÄ, M., Gril, A., & KavÄiÄ, T. (2000). Predstavitev prve poskusne oblike ocenjevalne lestvice socialne prilagojenosti predÅ¡olskih otrok (OLSP) ter njene konstruktne veljavnosti. PsiholoÅ¡ka obzorja, 9(3), 45−66.
ZupanÄiÄ, M., Gril, A., & KavÄiÄ, T. (2001). Socialno vedenje in sociometriÄni položaj predÅ¡olskih otrok v vrtcu. PsiholoÅ¡ka obzorja, 10(2). 67−88.
Published
2015-06-30
How to Cite
Lorger, T., Schmidt, M., & BakraÄeviÄ VukmanK. (2015). The Social Acceptance of Secondary School Students with Learning Disabilities (LD). Center for Educational Policy Studies Journal, 5(2), 177-194. https://doi.org/10.26529/cepsj.148
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