Abstract:

Nowadays, it is widely recognized the importance of creating contexts in which students with special educational needs (SEN) may develop a feeling of belonging and positive relationships with peers. This is one of the main arguments of inclusion. However, despite inclusion occupying a central place in the political and educational discourse and despite legislative efforts, several studies have highlighted that a high percentage of students with SEN are rejected by their peers and are also less likely to be chosen as popular (e.g., Pijl et al., 2008).

Some studies also point to the fact that popular children tend to display pro-social behaviours, thus, making them more likeable by others, while rejected pupils tend to show more aggressive behaviours or are more socially inhibited behaviours making their acceptance by the peer’s group more difficult (García Bacete et al., 2010).

Taken into consideration that this population already display some difficulties concerning social interaction with peers (Monjas Casares et al., 2014) and that sociometric status are relatively stable along the school years (e.g., García Bacete et al., 2008), it is relevant to identify which variables of students with SEN are related to their acceptance by peers.

136 students with SEN from 7 different schools clusters participated in this study. 64% of the students were boys. They were fairly distributed by the 5th, 7th and 9th grade (31.6%, 31.6% and 36.8%, respectively) and their age range was between 8 and 16 years-old (M =11.50, SD=2.267). 36% of the students have an impairment in the intellectual domain; 25% have learning disabilities; 12% have ADHD.
A sociometric task was used for computing students’ sociometric status (Coie et al., 1982); the Portuguese version of the Social Skills Rating System (Lemos & Meneses, 2002) was used to assess regular teachers’ perception of students’ social abilities and behaviour; an instrument for assessing the students’ profile of functioning and abilities (adapted from WHO, 2007; and Simeonsson & Bailey, 1991) and students’ diagnosis was completed by the special education teachers.

Results show that 43% of the students with SEN are rejected and that 18% are popular. There were no significant differences between the sociometric status regarding sex and school year. In what regards diagnosis, 41% of rejected students with SEN have an impairment in the intellectual domain, whereas in the popular group, 40% of the students have a specific learning disability. In addition, 20% of the popular students present a diagnosis of ADHD (against 8% in the rejected group). Rejected students with SEN differ significantly from popular students, regarding interaction with peers (KW = 24.000, p<0.05).

Results are in line with the literature, pointing to a high incidence of rejected students within the group of students with SEN (e.g., Pijl et al., 2008). In addition, these students have more difficulties in playing with their peers, in establishing and maintaining friendships and present more internalized behaviours. Difficulties in the intellectual domain might account for these results. The results in this communication are part of a broader study still being carried out, aimed at understanding the social experience of students with SEN and their peers, in different school years and considering different variables. Therefore, the results will be discussed within the framework of inclusion and social participation.

Keywords:

Inclusion, special educational needs, peer relationships, sociometry.