Abstract
ABSTRACT This study examines the social position of N = 507 young people with and without intellectual disabilities (ID) in inclusive secondary classes, using a sociometric peer-rating method. In addition, their teachers (N = 21) were asked in topic-centred interviews about their subjective theories regarding the respective social position, as well as social dynamics management measures. It is shown that young people with special educational needs (SEN) have, on average, a significantly lower social position than those without SEN. Teachers justified this by means of (a) individual-related, (b) interaction-related, and (c) class level-related characteristics. The social dynamics management measures were related to the cooperation of teachers, the promotion of cooperation in the class, and the discourse on inclusion.
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