期刊名称：Journal of Special Education and Rehabilitation
印刷版ISSN：1409-6099
电子版ISSN：1857-663X
出版年度：2012
卷号：13
期号：3-4
页码：7-19
DOI：10.2478/v10215-011-0022-6
出版社：Faculty of Philosophy
摘要：In Styria 77.3% of all students with special needs are educated in integrated classrooms. Currently, it is not known much either about the school performance nor the active class participation of these students. This study examined 230 fifth grade students - 43 with and 187 students without special educational needs (SEN). Moreover, it is important to acknowledge that the available data for this study represents the first wave of larger longitudinal study. The school performance of the students with SEN ranged one standard deviation below the level of the students without SEN. All students felt emotionally well integrated in the school settings, but the differences in the degree of social integration were evident. In fact, the students with SEN mentioned that they got along well with their classmates less frequently than the students without SEN.
关键词：Special Needs; School Performance; Integration
