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Correlates of rejection by the peer group: a study comparing students with and without SEN

2021Journal article Restricted
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dc.contributor.authorGamboa, Patrícia
dc.contributor.authorFreire, Sofia
dc.contributor.authorAnica, Aurízia
dc.contributor.authorJoão Mogarro, Maria
dc.contributor.authorFátima Moreira, Maria
dc.contributor.authorVaz da Silva, Francisco
dc.date.accessioned2021-07-09T15:52:27Z
dc.date.available2021-07-09T15:52:27Z
dc.date.issued2021
dc.description.abstractOne argument for the inclusion of children with special education needs (SEN) is that they will benefit from the interactions and relationships with their typically developing peers. However, students with SEN tend to be more rejected than their non-SEN peers. Considering the negative consequences of peer rejection on socioemotional development and school adjustment, the current study aims to understand the behavioural correlates and specific characteristics of the students with SEN associated with peer rejection. Participants were 227 students (107 with SEN); 53.7% male; mean age 10.79 (SD = 2.16); attending the 3rd (33.9%), 5th (35.3%) and 7th grades (30.8%). Students filled in a Sociometric task and 47 regular school teachers and 31 special education teachers provided information regarding sociodemographic and educational data, behavioural characteristics and student-teacher relationship. SEN status was the most important predictor of rejection followed by social skills. In the case of students with SEN, less familiarity with peers and a less close student-teacher relationship were also associated with rejection. Thus, the findings emphasise the need of professional development programs to assist teachers in the promotion of positive relationships with their students and a positive peer culture within the class.pt_PT
dc.description.sponsorshipFCT: PTDC/MHCCED/4150/2014pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1080/13603116.2021.1941314pt_PT
dc.identifier.issn1360-3116
dc.identifier.urihttp://hdl.handle.net/10400.1/16760
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherRoutledgept_PT
dc.subjectPeer interactions and relationshipspt_PT
dc.subjectPeer rejectionpt_PT
dc.subjectSENpt_PT
dc.subjectInclusionpt_PT
dc.titleCorrelates of rejection by the peer group: a study comparing students with and without SENpt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage21pt_PT
oaire.citation.startPage1pt_PT
oaire.citation.titleInternational Journal of Inclusive Educationpt_PT
person.familyNameAnica
person.givenNameAurízia
person.identifier.orcid0000-0002-6684-5933
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublicationcdbdd4ea-3e6e-4e8b-9ca8-286449274d23
relation.isAuthorOfPublication.latestForDiscoverycdbdd4ea-3e6e-4e8b-9ca8-286449274d23

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