LEADER 02304nam 2200337zu 450 001 9910999644203321 005 20250509224009.0 035 $a(CKB)38730325600041 035 $a(oapen)doab38979 035 $a(oapen)doab34687 035 $a(EXLCZ)9938730325600041 100 $a20250509|2019uuuu || | 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aChapter 1 Student voices on social exclusion in general primary schools 210 $cTaylor & Francis$d2019 215 $a1 online resource (22 p.) 311 08$a0-429-26418-6 330 $aAdvocates of inclusive education argue that the social inclusion of students with special educational needs (SEN) increases when they are educated with typically developing peers. However, research indicates that this is not apparent for all students with SEN. Students with social, emotional and behavioural diffi culties (SEBD) are often socially excluded. To understand the situation of these students, their voices should be heard. The aim of the current explorative study was to gain insight into: (1) the experiences of students with SEBD regarding victimisation and social exclusion, and (2) the approaches they applied and preferred resolving social problems. We conducted semi-structured interviews with 28 socially excluded students from grades 5 and 6, attending general ( N = 6) and segregated special ( N = 21) primary education. The participants were prompted to talk about their own experiences using hypothetical scenarios. The interviews were analysed using a multi-grounded theory approach. The results show that students preferred diff erent approaches to resolving these social problems than the applied approaches. They would have liked to have seen their peers and teachers to show more initiative. In line with these results, the need to listen to the students' voices are emphasised. 606 $aEducation$2bicssc 610 $aprimary schools 610 $aSocial exclusion 615 7$aEducation 700 $aSchwab$b Susanne$01818233 906 $aBOOK 912 $a9910999644203321 996 $aChapter 1 Student voices on social exclusion in general primary schools$94418303 997 $aUNINA