Young children’s perspectives on resolving social exclusion within inclusive classrooms

Renske de Leeuw, Anke de Boer, Else Beckmann, Job van Exel, Alexander Minnaert

OnderzoeksoutputAcademicpeer review

5 Citaten (Scopus)
300 Downloads (Pure)


Not all children benefit from the opportunities of inclusive education, especially children with social, emotional and behavioural difficulties (SEBD). This article presents the findings of a Q study exploring the perspectives of children with or at risk of SEBD, who experience difficulties with their social participation within the mainstream classroom. Forty-five children, aged 6–8 years, sorted 15 statements outlining approaches for resolving social exclusion and victimisation situations. Four shared perspectives were identified per situation using by-person factor analysis. These perspectives differed primarily with respect to the actors held responsible for resolving the situation. Therefore, a one-size-fits-all approach is not appropriate for addressing the social needs of children with or at risk of SEBD within the inclusive classroom.
Originele taal-2English
Pagina's (van-tot)324-335
Aantal pagina's12
TijdschriftInternational Journal of Educational Research
Vroegere onlinedatum3-okt.-2019
StatusPublished - 2019

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