Students with special educational needs in the inclusive classroom: social integration and self-concept

Successful implementation of diversity in education requires a special effort to respond to the special educational needs (SEN) of students. Schools generally tend to place priority on acquisition of academic knowledge but rarely make provision for activities designed to foster socio-affective development of special needs students. This paper evaluates the degree of social integration of SEN students in the school, and explores the relationship between social integration and the students' selfconcept in comparison with their non-special needs classmates. To do this, a sociogram and a self-concept test covering three dimensions: social, personal and academic self-concept, were administered. The study sample is made up of 97 special needs students integrated in a mainstream school in Catalonia (Spain). These children have hearing, motor, visual, relational, learning and mental retardation problems. Our results indicate that the special needs students have a positive selfconcept although it is significantly lower than that of their counterparts, especially in the social and academic dimensions. In addition, the study highlights the interrelationship between peer group perception and construction of personal selfconcept in special needs students. The paper argues that while school integration is a necessary condition facilitating social integration of SEN students – and consequently improving their self-concept – it is not in itself always sufficient for optimization of both these aspects of socio-affective development. Criteria for appropriate intervention and educational activities are suggested.