Social classroom climate and personalised instruction as predictors of students’ social participation

Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics frequently hypothesised to improve students’ social participation, empirical evidence is scarce. Therefore, the purpose of this paper investigate practices can help foster in general, reduce effect lower participation among SEN, particular. The sample includes 518 31 Grade 4 7 classes from Austria, whom 99 SEN. results show SEN receive fewer peer nominations perceive be compared peers without However, association between self-perceived moderated climate, i.e. difference becomes smaller when climate more positive. Furthermore, higher personalised instruction was rated a student, his or her status. suggest interventions should focus not only on improvement individual (with SEN) but also changing whole environment.