Financiamento:
Projecto ERASMUS+
Friendship; inclusive education; social participation
Many studies, especially on the social situation of students with special educational needs in regular school classes show, that their embedding in the class community is inadequate. There are only a few studies available, which primarily focus on the practical intervention of social participation in school (Garotte et al., 2017). Previous projects promote other important skills of students (e.g. emotion training) but there are just a few, which explicitly promote the social participation of students in class. The project will focus on the concept of inclusion, which views social participation as a key element of inclusive education (Bossaert, Colpin, Pijl, & Petry, 2013; Schwab, Nel, & Hellmich, 2018).
Project objectives:
- Supporting students with low levels of social participation to develop regular and supportive contact with peers;
- Promoting peer learning in school to identify and understand specific needs of each other and to learn about friendship, social participation and classroom group dynamics;
- Promoting dialogue between educators about inclusive education and enhancing their digital skills
Outputs:
- Desk research: Comparison of conducted programmes of social participation in European schools
- OER Tool: Development of a tool to identify social networks in the classroom
- School intervention: Implementation of the OER tool and the FRIEND-SHIP intervention programme (6 weeks) in all partner schools with an additional teacher training
- Evaluation: Mixed method evaluation of the implementation with pre and post design
- Handbook: Summary of the results in a teacher-relevant way in order to show teachers how to use the programme and promote participation in class
The Friend-ship consortium expects the social participation and well-being of participating students to be increased upon use of the ‘Friend-ship-Programme’. The consortium also expects the programme to have a positive impact on the social behaviour of all students and on the attitudes of students towards their peers with low levels of social participation at risk of exclusion. Finally, teacher’s self-efficacy and the attitudes toward students with SEN will change after they have been trained and have used the ‘Friendship-Programme’ for social participation of students.
Partners:
University of Vienna: Hassani S., Resch K., Schwab S.
Paderborn University: Görel G., Hellmich F., Löper M.
Porto Polytechnic : Alves S., Sanches-Ferreira M., Silveira Maia M.
University of Thessaly: Aroni K., Avramidis E.
