Relationships between peer-related classroom climate and social participation of students with cognitive and social-emotional disabilities

Eine der größten Herausforderungen in inklusiven Schulklassen ist die oftmals schlechtere soziale Partizipation von Schüler*innen mit einer Behinderung im Vergleich zu ihren Peers ohne Behinderung. Bei der sozialen Partizipation spielen nicht nur individuelle, sondern auch kontextuelle Faktoren wie Klassennormen und das Klassenklima eine Rolle. Die vorliegende Studie untersucht Zusammenhänge des peerbezogenen Klassenklimas in 54 Grundschulklassen mit 1099 Schüler*innen auf verschiedene Aspekte der sozialen Partizipation der Risikogruppe von Schüler*innen mit einer kognitiven oder sozial-emotionalen Beeinträchtigung mittels latenter Mehrebenenanalysen. Erwartungsgemäß zeigt sich, dass diese Schüler*innen in einem soziometrischen Peer-Rating-Verfahren weniger Interaktions- und mehr Ablehnungsratings erhalten, und dass sie sich sozial schlechter integriert fühlen als ihre Mitschüler*innen. Analog zu früheren Befunden erweist sich das peerbezogene Klassenklima als wichtiger Faktor, indem Schüler*innen in Klassen mit einem guten Klima insgesamt weniger Ablehnung erfahren und sich sozial besser integriert fühlen. Ein gutes Klima geht zudem mit einer Ausnivellierung der Unterschiede in der Ablehnung zwischen Schüler*innen mit einer kognitiven oder sozial-emotionalen Beeinträchtigung und ihren Mitschüler*innen einher. Für die Interaktionen hingegen wurden keine solche Zusammenhänge gefunden. Lehrpersonen sollten sich daher neben dem Fokus auf ein gutes Klassenklima auch darum bemühen, Schüler*innen mit einer Behinderung aktiv in die Klassengemeinschaft einzubinden. (DIPF/Orig.)One of the biggest challenges in inclusive classrooms is the often poor social participation of students with disabilities compared to their peers without disabilities. In addition to individual factors, contextual factors such as class norms and classroom climate play an important role in this regard. The present study investigates relationships of peer-related class climate in 54 elementary school classrooms with 1099 students on different aspects of social participation of the at-risk group of students with a cognitive or social-emotional disability using latent multilevel analyses. As expected, these students receive fewer interaction and more rejection ratings in a sociometric peer rating procedure, and they feel less socially integrated than their peers. Analogous to previous findings, peer-related class climate proves to be an important factor, in that a good climate is generally associated with less rejection and higher perceived social integration of students. A good climate is also associated with a reduction in the differences in rejection between students with a cognitive or social-emotional impairment and their peers. However, for interactions, no such relationships were found. Teachers should therefore not only focus on classroom climate, but also strive to actively integrate students with disabilities into the classroom community. (DIPF/Orig.

Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (TEIP-SF)

High self-efficacy is a marker of successful teaching and is, therefore, a subject of great interest to research on inclusive education. One of the most frequently used instruments to assess such beliefs is the Teacher Efficacy for Inclusive Practice (TEIP) scale. Although used widely, some studies did not precisely replicate the original factor structure, and no short form of the TEIP scale currently exists, although this could enhance measurement efficiency. This study (1) systematically assessed the TEIP scale's factor structure and psychometric properties, (2) identified potentially problematic items and developed a more concise short form of the scale, and (3) evaluated its dimensionality and criterion and convergent validities using three validation samples of teachers in three different countries (486 in Switzerland, 189 in Australia and 276 in Canada). Compared to the full-length TEIP scale, the TEIP-SF uses half the items, demonstrates better model fit and reveals a clearer distinction of domain-specific factors. In conclusion, the TEIP-SF represents a concise, efficient means of assessing teachers' self-efficacy about teaching in inclusive classrooms.</p

Trends in prevalence of asthma, allergic rhinitis and atopic dermatitis in 5-7-year old Swiss children from 1992 to 2001

Changing occurrence rates of asthma, allergic rhinitis and atopic dermatitis are of public health concern and require surveillance. Changes in prevalence rates of these atopic diseases were monitored during 10 years and their trend with time was determined taking into account the influence of personal and environmental risk factors