Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate.
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| Title: | Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate. |
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| Authors: | Lenkeit, Jenny1 jenny.lenkeit@uni‐potsdam.de, Bosse, Stefanie1, Knigge, Michel1, Hartmann, Anne1, Ehlert, Antje1, Spörer, Nadine1 |
| Source: | Journal of Research in Special Educational Needs. Oct2024, Vol. 24 Issue 4, p1190-1205. 16p. |
| Subject Terms: | *Special needs students, *Inclusive education, *Teacher attitudes, *Student attitudes, Social integration |
| Abstract: | Attitudes have gained much attention for supporting the successful implementation of inclusive education. There is evidence that students' attitudes towards joint lessons with students with special educational needs (SEN) affect peer relations in classrooms. But much less is currently known about the relationships between teachers' and students' attitudes and their effects on inclusive processes. This paper draws on social referencing theory to frame how teachers may affect students' attitudes. It postulates that students' attitudes towards peers with SEN and inclusive practices are affected by their teachers' attitudes towards students with SEN and inclusive practices. It also examines how teachers' and students' attitudes relate to classroom climate and social integration. Using a sample of 1.365 German 6th and 7th graders from 64 classes, we run a series of multilevel path models to investigate relationships between teachers' and students' attitudes with social integration and classroom climate. Attitudes are differentiated by a cognitive and affective facet and by whether they relate to students with emotional–social difficulties (SEN‐ESD) or learning difficulties. Results show social referencing for cognitive attitudes towards inclusive practices for students with SEN‐ESD. Results also indicate that teachers' cognitive attitudes and students' affective attitudes directly affect social integration and classroom climate. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Special Educational Needs is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Attitudes have gained much attention for supporting the successful implementation of inclusive education. There is evidence that students' attitudes towards joint lessons with students with special educational needs (SEN) affect peer relations in classrooms. But much less is currently known about the relationships between teachers' and students' attitudes and their effects on inclusive processes. This paper draws on social referencing theory to frame how teachers may affect students' attitudes. It postulates that students' attitudes towards peers with SEN and inclusive practices are affected by their teachers' attitudes towards students with SEN and inclusive practices. It also examines how teachers' and students' attitudes relate to classroom climate and social integration. Using a sample of 1.365 German 6th and 7th graders from 64 classes, we run a series of multilevel path models to investigate relationships between teachers' and students' attitudes with social integration and classroom climate. Attitudes are differentiated by a cognitive and affective facet and by whether they relate to students with emotional–social difficulties (SEN‐ESD) or learning difficulties. Results show social referencing for cognitive attitudes towards inclusive practices for students with SEN‐ESD. Results also indicate that teachers' cognitive attitudes and students' affective attitudes directly affect social integration and classroom climate. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 14713802 |
| DOI: | 10.1111/1471-3802.12703 |
