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Classmates as Co-Creators of Inclusive Education: How Teachers and Classmates Negotiate Special Treatment through Acceptance and Rejection

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Title: Classmates as Co-Creators of Inclusive Education: How Teachers and Classmates Negotiate Special Treatment through Acceptance and Rejection
Language: English
Authors: Sabine Weiss, Jessica Lindner, Ewald Kiel
Source: International Journal of Disability, Development and Education. 2026 73(3):446-461.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 16
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Secondary Education
Descriptors: Inclusion, Peer Relationship, Foreign Countries, Teacher Student Relationship, Classroom Techniques, Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Teaching Experience, Student Behavior, Teacher Behavior, Student Needs, Special Needs Students
Geographic Terms: Germany
DOI: 10.1080/1034912X.2025.2528191
ISSN: 1034-912X
1465-346X
Abstract: Using Flanagan's critical incident technique in focus group discussions, the present study investigated classmates' responses to individual students' special treatment in inclusive classrooms in Germany. Thus, the study elucidated the reasons and the connections in inclusive and exclusive classroom practices from a systemic perspective, going beyond the usual focus on the individual characteristics of students with special educational needs. The findings show that classmates actively co-determined special treatment through their acceptance and rejection. Immediate acceptance was rare. Mostly, a discussion on fairness evolved because classmates felt unfairly treated and disadvantaged in tasks and examinations and because of the teachers' leniency regarding misbehaviour. Some classmates even perceived that established special conditions would be exploited. Therefore, teachers involved the class in a negotiation process to make the reasons for special treatment comprehensible. When the classmates' concerns outweighed the teachers' negotiated concessions, this enabled all students to enjoy some special conditions. Further, the open or secret continuation of special treatment despite persistent discussions on fairness and without involving the class often pushed students with special educational needs into outsider roles. Successful negotiation let all students benefit in their personal development, participation and social experiences. Thus, implications regarding how to establish special treatment were derived.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504140
Database: ERIC
FullText Text:
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  Data: Classmates as Co-Creators of Inclusive Education: How Teachers and Classmates Negotiate Special Treatment through Acceptance and Rejection
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  Data: <searchLink fieldCode="AR" term="%22Sabine+Weiss%22">Sabine Weiss</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+Lindner%22">Jessica Lindner</searchLink><br /><searchLink fieldCode="AR" term="%22Ewald+Kiel%22">Ewald Kiel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Disability%2C+Development+and+Education%22"><i>International Journal of Disability, Development and Education</i></searchLink>. 2026 73(3):446-461.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 16
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Needs+Students%22">Special Needs Students</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: DOI
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  Data: 10.1080/1034912X.2025.2528191
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  Data: 1034-912X<br />1465-346X
– Name: Abstract
  Label: Abstract
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  Data: Using Flanagan's critical incident technique in focus group discussions, the present study investigated classmates' responses to individual students' special treatment in inclusive classrooms in Germany. Thus, the study elucidated the reasons and the connections in inclusive and exclusive classroom practices from a systemic perspective, going beyond the usual focus on the individual characteristics of students with special educational needs. The findings show that classmates actively co-determined special treatment through their acceptance and rejection. Immediate acceptance was rare. Mostly, a discussion on fairness evolved because classmates felt unfairly treated and disadvantaged in tasks and examinations and because of the teachers' leniency regarding misbehaviour. Some classmates even perceived that established special conditions would be exploited. Therefore, teachers involved the class in a negotiation process to make the reasons for special treatment comprehensible. When the classmates' concerns outweighed the teachers' negotiated concessions, this enabled all students to enjoy some special conditions. Further, the open or secret continuation of special treatment despite persistent discussions on fairness and without involving the class often pushed students with special educational needs into outsider roles. Successful negotiation let all students benefit in their personal development, participation and social experiences. Thus, implications regarding how to establish special treatment were derived.
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  Data: EJ1504140
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      – Type: doi
        Value: 10.1080/1034912X.2025.2528191
    Languages:
      – Text: English
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        PageCount: 16
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    Subjects:
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teaching Experience
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      – SubjectFull: Student Behavior
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      – SubjectFull: Teacher Behavior
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      – SubjectFull: Student Needs
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      – SubjectFull: Special Needs Students
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      – SubjectFull: Germany
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      – TitleFull: Classmates as Co-Creators of Inclusive Education: How Teachers and Classmates Negotiate Special Treatment through Acceptance and Rejection
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