Teachers lack the skills to successfully implement inclusion. More than or equal to 64% of participating educators couldn’t link IEP goals or which state standard the adaption was linked to. A number of differences by area were identified, suggesting that resources available in different regions play a role in adaptations c...
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...usion did not change. Students with special needs show less pro-social and more negative social behavior compared to their non-disabled peers. Teachers rate the social competences of non-SEN students more positively than those of students with SEN. besides self-rated social inclusion at T1, indirect aggressive behavior (self-assessed) also predicted social inclusion (self-rated) at T2. Being labeled as a SEN student or not was not a significant predictor. This finding suggests that the poorer social inclusion of pupils with SEN is not so much caused by a stigmatization process, but rather by specific social behaviors of students with SEN (Schwab, S., Gebhardt, M., Krammer, M., & Gasteiger-Klicpera, B.,2015). For educational leaders this shows the need for cooperative learning inside of inclusion settings. In addition social skills training impeded throughout content.
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