Students’ perception as an indicator of educational inclusion

The main goal of this study was to analyze the relationship between pupils’ perception of their schools as inclusive schools and their sociometric status. A sample of 881 students belonging to 43 primary classrooms (6 to 12 years old) of different educational levels (N = 881), of which 98 pupils pre...

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Autores: Rodríguez Gudiño, Margarita, Jenaro Río, Cristina, Castaño-Calle, Raimundo
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universidad de Salamanca (USAL)
Repositorio:GREDOS. Repositorio Institucional de la Universidad de Salamanca
OAI Identifier:oai:gredos.usal.es:10366/152125
Acceso en línea:http://hdl.handle.net/10366/152125
Access Level:acceso abierto
Palabra clave:Student evaluation
Peer acceptance
Sociometric techniques
Inclusion
Special needs students
Elementary schools
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spelling Students’ perception as an indicator of educational inclusionLa percepción de los alumnos como indicador de inclusión educativaRodríguez Gudiño, MargaritaJenaro Río, CristinaCastaño-Calle, RaimundoStudent evaluationPeer acceptanceSociometric techniquesInclusionSpecial needs studentsElementary schoolsThe main goal of this study was to analyze the relationship between pupils’ perception of their schools as inclusive schools and their sociometric status. A sample of 881 students belonging to 43 primary classrooms (6 to 12 years old) of different educational levels (N = 881), of which 98 pupils presented specific educational support needs (11.12%). All of them enrolled in ordinary schools in the Extremadura region (Spain). A questionnaire, based on the peer nomination method and attributes association, was used to analyze sociometric status. The Questionnaire on the Children's Point of View, taken from the Index for Inclusion (Booth, Ainscow & Kingston, 2006), was used to assess the pupils' perception of their schools. The study showed that the perception that pupils have of their schools, whether they have specific needs for educational support or not, is significantly associated with their sociometric status, and more specifically, the rejection they receive in their classrooms from their peers. The results also indicated that students with specific educational needs feel more supported by teachers than by their peers. This leads us to reflect on whether the organizational measures adopted by schools affect their inclusion. Hence, there is a need to periodically asses grouping strategies and pupils´ perception of their schools.202320232022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://hdl.handle.net/10366/152125reponame:GREDOS. Repositorio Institucional de la Universidad de Salamancainstname:Universidad de Salamanca (USAL)Inglésinfo:eu-repo/semantics/openAccessoai:gredos.usal.es:10366/1521252026-06-07T06:28:51Z
dc.title.none.fl_str_mv Students’ perception as an indicator of educational inclusion
La percepción de los alumnos como indicador de inclusión educativa
title Students’ perception as an indicator of educational inclusion
spellingShingle Students’ perception as an indicator of educational inclusion
Rodríguez Gudiño, Margarita
Student evaluation
Peer acceptance
Sociometric techniques
Inclusion
Special needs students
Elementary schools
title_short Students’ perception as an indicator of educational inclusion
title_full Students’ perception as an indicator of educational inclusion
title_fullStr Students’ perception as an indicator of educational inclusion
title_full_unstemmed Students’ perception as an indicator of educational inclusion
title_sort Students’ perception as an indicator of educational inclusion
dc.creator.none.fl_str_mv Rodríguez Gudiño, Margarita
Jenaro Río, Cristina
Castaño-Calle, Raimundo
author Rodríguez Gudiño, Margarita
author_facet Rodríguez Gudiño, Margarita
Jenaro Río, Cristina
Castaño-Calle, Raimundo
author_role author
author2 Jenaro Río, Cristina
Castaño-Calle, Raimundo
author2_role author
author
dc.subject.none.fl_str_mv Student evaluation
Peer acceptance
Sociometric techniques
Inclusion
Special needs students
Elementary schools
topic Student evaluation
Peer acceptance
Sociometric techniques
Inclusion
Special needs students
Elementary schools
description The main goal of this study was to analyze the relationship between pupils’ perception of their schools as inclusive schools and their sociometric status. A sample of 881 students belonging to 43 primary classrooms (6 to 12 years old) of different educational levels (N = 881), of which 98 pupils presented specific educational support needs (11.12%). All of them enrolled in ordinary schools in the Extremadura region (Spain). A questionnaire, based on the peer nomination method and attributes association, was used to analyze sociometric status. The Questionnaire on the Children's Point of View, taken from the Index for Inclusion (Booth, Ainscow & Kingston, 2006), was used to assess the pupils' perception of their schools. The study showed that the perception that pupils have of their schools, whether they have specific needs for educational support or not, is significantly associated with their sociometric status, and more specifically, the rejection they receive in their classrooms from their peers. The results also indicated that students with specific educational needs feel more supported by teachers than by their peers. This leads us to reflect on whether the organizational measures adopted by schools affect their inclusion. Hence, there is a need to periodically asses grouping strategies and pupils´ perception of their schools.
publishDate 2022
dc.date.none.fl_str_mv 2022
2023
2023
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status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10366/152125
url http://hdl.handle.net/10366/152125
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
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eu_rights_str_mv openAccess
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dc.source.none.fl_str_mv reponame:GREDOS. Repositorio Institucional de la Universidad de Salamanca
instname:Universidad de Salamanca (USAL)
instname_str Universidad de Salamanca (USAL)
reponame_str GREDOS. Repositorio Institucional de la Universidad de Salamanca
collection GREDOS. Repositorio Institucional de la Universidad de Salamanca
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