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 |
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