Academic self-concept, perceptions of inclusion, special needs and gender: evidence from inclusive classes in Sweden

Abstract

ABSTRACT Even in inclusive classroom, children with special education needs (SEN) have been shown to have lower levels of emotional inclusion and academic self-concept. Although, their social inclusion may be comparable to their peers. At the same time, boys and girls may also experience differences in perceptions of inclusion and academic self-concept. Newly developed reliably short-ratings of these three variables (i.e. the Perception of Inclusion Questionnaire; PIQ) may offer an insight into developmental patterns for children with and without SEN in relation to perception of inclusion and academic self-concept. In this study, the PIQ is validated in a new setting and language group by looking at Swedish fifth and eighth graders in an inclusive school. Different levels of academic self-concept and emotional inclusion are found for children with SEN. Meanwhile eight-grade girls showed a lower self-concept in comparison to fifth-grade girls and to boys of either grade. Additionally, girls with SEN showed a higher level of academic self-concept than boys did in comparison to their same-sex peers without SEN.