This study aimed to systematically examine the social impacts of inclusion in seven primary schools using a multi-method research design. The research consisted of sociometric techniques ascertaining the social position of pupils with SEN and detecting the predominant patters of friendship and social interaction in the their classroom. Psychological measurements were used (Susan Harter's Self-Perception Profile for Children (SPPC)) to asses the pupils' self-concepts along with in-depth teacher interviews examing individual and institutional approaches to inclusion. 566 pupils were used in this research, representing the full Year 5 and Year 6 cohorts of seven primary schools. A total of 26 teachers were interview from the same seven primary schools. 311 sociometric scheduled interviews with pupils were also conducted. Inclusive education is now firmly established internationally as the main policy imperative with respect to children with special educational needs (SEN) or disabilities. Although the development of policy towards inclusion in the UK is well-advanced (although by no means all-encompassing), very little is known about the social outcomes of existing inclusive arrangements. This study will employ a multimethod research design to systematically evaluate the social impacts of inclusion on children with SEN and their mainstream peers in six primary schools in one Local Education Authority. Specifically, the study will first investigate the social position of ‘statemented’ pupils (i.e. those with a statement of SEN) and their perceived self-esteem. Second, it will examine mainstream pupils’ attitudes towards their peers with SEN while evaluating the effect of increased contact between the two populations on such attitudes. And third, it will seek to identify teaching strategies and wider school practices conducive to the promotion of social interaction and the development of friendships between pupils with and without SEN. In pursuing these lines of enquiry, the study aspires to provide rich and rigorous insights into the development of truly inclusive institutional cultures, an issue of fundamental importance to both practitioners and policymakers.
Face-to-face interviews with 26 teachers from seven primary schools and psychological measurement (Susah Harter's Self-Percept Profile for Children (SPPC)) was conducted for 566 pupils. There were also 311 pupil sociometric scheduled interviews conducted and transcribed. Purposive selection/case studies sampling was used.
