Social Participation of Students with Special Eucational Needs in Inclusive Elementary Schools

Marlina, Marlina and Kusumastuti, Grahita (2019) Social Participation of Students with Special Eucational Needs in Inclusive Elementary Schools. SPECIALUSIS UGDYMAS / SPECIAL EDUCATION, 1 (39). pp. 121-131.

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Abstract

This article examines the social participation of students with special educational needs (SEN) in four aspects, namely friendship, interaction, social self-perception and peer acceptance. It also discusses their social participation in an inclusive school. Furthermore, the research descriptively analyses the quantitative relationship among these four aspects of social participation. The data was collected from students with and without SEN in ten inclusive elementary schools located in Padang. The social selfperception was measured in three aspects, namely Self-Perception Profile for Children, Self-Description Questionnaire and Social Acceptance of Peers. The results show that the majority of students with SEN have a satisfying level of social participation. However, when comparing with their peers (regular students), they are more likely to have difficulties in social participation, with fewer friends and less cohesive friendship. Also, they interact more with their teacher and are less accepted by their normal peers whose social self-perception differs. However, there are no significant differences in social participation in both groups.

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