Participation of children in three Bavarian inclusive primary schools

Parent and teacher perspectives

Bibliographic Data

ID12579393
AuthorsAnna Friedmann (0000-0001-5359-4760, Technical University of Munich, corresponding author), Natalie Altschuck (Technical University of Munich), Isabella Bertmann (Technical University of Munich), Fabian Karsch (Technical University of Munich), Anke Petters (Technical University of Munich), Freia De Bock (0000-0002-7089-8106, Federal Centre for Health Education (BZgA), Cologne, Germany), Heike Philippi (0000-0002-7506-0951, Centre for Child Neurology, Frankfurt, Germany), Volker Mall (0000-0003-3135-3709, Technical University of Munich), Elisabeth Wacker (0000-0001-9020-8291, Technical University of Munich)
Year2022
Volume28
Issue11
Pages2563-2579
Publication date2022-09-07
Open AccessNo
TypeARTICLE
VenueInternational Journal of Inclusive Education (JOURNAL)
Journal identifiersISSN: 1360-3116 • E-ISSN: 1464-5173
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13603116.2022.2119287
OpenAlexW4294916353
LanguageEN
References cited34

Participation is one key element of inclusive education. While the inclusion rate in German schools is rising, little is known with regard to children’s participation in this context. This study examines the participation of children with and without impairments at three inclusive primary schools in Bavaria. Cross-sectional data was collected in parents and teachers of 124 3rd grade pupils (girls: n = 62, age: M = 9.5 years; boys: n = 62, age: M = 9.6). 27% of the parents stated their children had impairments (4.9% physical, 13.1% mental/ intellectual and 9.0% other/multiple). Participation in school and other life areas (‘neighborhood & community’, ‘home’ and ‘living activities’) was assessed by the ‘Child and Adolescent Scale of Participation (CASP)’. Parents and teachers of children with impairments reported significantly lower scores in all CASP subsections and total score. In school, according to teacher rating, all pupils showed the lowest participation scores in educational activities with other children in the classroom and in communicating with children/adults. The results highlight the continuing challenges to reach meaningful participation of all children as a condition for effective inclusive education. This seems to be true not only for school but also for other social contexts

Context (archaeology · Developmental psychology · Geography · German · Inclusion (mineral · Pedagogy · Collaborative Teaching and Inclusion · Family and Disability Support Research · Inclusion and Disability in Education and Sport · Psychology · Social Psychology

Tools

Open DOI