Social Participation of Students with Special Educational Needs in Mainstream Seventh Grade

Abstract

This study addresses the social participation of students with special educational needs (SEN) in 7th grade in mainstream secondary education in Flanders (Belgium). Social participation (i.e., social interactions, peer acceptance, friendships/relationships, and social self-concept) was assessed by means of questionnaires among 86 students with autism spectrum disorder (ASD), 61 students with motor and/or sensory disabilities and their 1926 typically developing classmates. In comparison to typically developing peers, 7th grade students with ASD experienced more difficulties on all aspects of social participation. The social participation of male students with motor and/or sensory disabilities did not differ from typically developing peers’ social participation. Girls with motor and/or sensory disabilities seemed to experience specific difficulties in group situations. No significant differences in social participation were found between students with ASD and students with motor and/or sensory disabilities.

status: accepted