Acceptance of Students with Special Needs by Their School Peers
DOI:
https://doi.org/10.55707/ds-po.v40i2.174Keywords:
children with special needs, inclusion, social integration, childrens' attitudesAbstract
Peer acceptance is one of the key factors and also an indicator of the success of inclusive education. It is manifested in a direct and usually spontaneous way of behaving towards others and in peer interactions both in the classroom and school environment, as well as in the socializing of these children outside of school in a way that they are accepted among their school peers. In the quantitative research, we determined this acceptance by checking four key dimensions, namely: determining the level of acceptance of children with special needs by their classmates, the establishment of their friendships, the perception of their social self-image and their readiness for social interactions. The study showed that children with special needs in a school environment where the school authority is present have a better place among their peers than in the case of socializing with their peers without the presence of adults. Otherwise, we found that the level of integration of children with special needs is low, and in addition, there is a discrepancy between the proclaimed social goals and the actual acceptance of children with special needs by their peers.
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