A review of psychological studies on social interactions of students in inclusive classrooms

Abstract

The article presents a review of current foreign publications on the social interactions of children in inclusive classrooms. It analyzes the studies carried out during the period from 2008 to 2017, i.e. over the past decade. The results show that social interactions of students in inclusive classrooms are often studied in small groups where students with special educational needs and their normally developing peers are gathered together, but researchers ignore other factors that may have an impact on the quality of their interactions. Thus interactions of students are not equal in nature and are not purposefully organized so that researchers are not able to fully identify the role of each student