Classmates as Co-Creators of Inclusive Education: How Teachers and Classmates Negotiate Special Treatment Through Acceptance and Rejection.
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| Title: | Classmates as Co-Creators of Inclusive Education: How Teachers and Classmates Negotiate Special Treatment Through Acceptance and Rejection. |
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| Authors: | Weiss, Sabine (AUTHOR), Lindner, Jessica (AUTHOR), Kiel, Ewald (AUTHOR) |
| Source: | International Journal of Disability, Development & Education. Apr2026, Vol. 73 Issue 3, p446-461. 16p. |
| Subjects: | School environment, Psychology of teachers, Focus groups, Affinity groups, Mainstreaming in special education, Psychological well-being, Social skills, Conceptual structures, Teacher-student relationships, Special education, Individual development, Social participation |
| Geographic Terms: | Germany |
| Abstract: | Using Flanagan's critical incident technique in focus group discussions, the present study investigated classmates' responses to individual students' special treatment in inclusive classrooms in Germany. Thus, the study elucidated the reasons and the connections in inclusive and exclusive classroom practices from a systemic perspective, going beyond the usual focus on the individual characteristics of students with special educational needs. The findings show that classmates actively co-determined special treatment through their acceptance and rejection. Immediate acceptance was rare. Mostly, a discussion on fairness evolved because classmates felt unfairly treated and disadvantaged in tasks and examinations and because of the teachers' leniency regarding misbehaviour. Some classmates even perceived that established special conditions would be exploited. Therefore, teachers involved the class in a negotiation process to make the reasons for special treatment comprehensible. When the classmates' concerns outweighed the teachers' negotiated concessions, this enabled all students to enjoy some special conditions. Further, the open or secret continuation of special treatment despite persistent discussions on fairness and without involving the class often pushed students with special educational needs into outsider roles. Successful negotiation let all students benefit in their personal development, participation and social experiences. Thus, implications regarding how to establish special treatment were derived. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Disability, Development & Education is the property of Taylor & Francis Ltd 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: | Psychology and Behavioral Sciences Collection |
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