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    School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity

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    Sense of School BelongingED.pdf
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    Authors
    Dimitrellou, Eleni cc
    Hurry, Jane cc
    Affiliation
    University of Derby
    Issue Date
    2018-08-20
    
    Metadata
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    Abstract
    Despite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) young adolescents from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools.
    Citation
    Dimitrellou, E., and Hurry, J. (2018) School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity, European Journal of Special Needs Education, DOI: 10.1080/08856257.2018.1501965
    Publisher
    Taylor & Francis
    Journal
    European Journal of Special Needs Education
    URI
    http://hdl.handle.net/10545/623007
    DOI
    10.1080/08856257.2018.1501965
    Additional Links
    https://www.tandfonline.com/doi/full/10.1080/08856257.2018.1501965
    Type
    Article
    Language
    en
    ISSN
    0885-6257
    1469-591X
    ae974a485f413a2113503eed53cd6c53
    10.1080/08856257.2018.1501965
    Scopus Count
    Collections
    Institute of Education

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