The primary aim of this research study was to investigate and compare the attitudes and perceptions of secondary pupils, with and without Special Education Needs, towards studying together on the same campus. Both qualitative and quantitative data were gathered from the use of the On the Same Campus questionnaire by surveying 216 secondary pupils in Hong Kong. The results were analyzed using independent sample t-test analysis. Qualitative data in the form of experience sharing were analyzed using theme identification. This paper proposes that peer support in the form of pupils’ social participation plays an important role in the promotion of social inclusion in regular classrooms. Teachers in regular schools can assume more roles as social participation mediators among pupils in the classroom by facilitating social participation opportunities for all pupils on the school campus. Copyright © 2013 Whole Schooling Press.
|Journal||International Journal of Whole Schooling|
|Publication status||Published - Sep 2013|
CitationTsang, K. L. V. (2013). Secondary pupils’ perceptions and experiences towards studying in an inclusive classroom. International Journal of Whole Schooling, 9(2), 39-60.
- Social participation
- Peer support
- Social inclusion
- Secondary pupils' perception
- Special educational needs