Do learners with special education needs really feel included? Evidence from the Perception of Inclusion Questionnaire and Strengths and Difficulties Questionnaire

Abstract

Background: School inclusion is an important right of students in school systems around the world. However, many students with special education needs (SEN) have lower perceptions of inclusion despite attending inclusive schools.

Aims: This study examined perceived levels of inclusion, academic self-concept and developmental problems in inclusive schools.

Methods and procedures: The Strengths and Difficulties Questionnaire and the Perception of Inclusion Questionnaire were administered at two measurement points (6th and 7th grade; n = 407, including 48 with SEN) at multiple inclusive schools. Responses were compared based on gender, grade level, and SEN. Factor structure and measurement invariance were evaluated.

Outcomes and results: Factor structures of both questionnaires were confirmed. Academic self-concept and emotional inclusion were lower for learners with SEN. However, these effects shrank in grade 7. Similarly, academic self-concept increased between grade 6 and 7. Lastly, learners with SEN had a higher level of conduct problems.

Conclusions and implications: Both instruments remain suitable for use in comparisons in inclusive schools. Significant differences exist for learners with SEN in inclusive classrooms, although these differences may shrink over time. We recommend the continued use of the Perception of Inclusion Questionnaire for information about school inclusion and for learners with SEN.

Keywords: Academic self-concept; Inclusive education; Perception of Inclusion Questionnaire; Self-perception; Special education needs; Strengths and Difficulties Questionnaire.