Not all children benefit from the opportunities of inclusive education, especially children with social, emotional and behavioural difficulties (SEBD). This article presents the findings of a Q study exploring the perspectives of children with or at risk of SEBD, who experience difficulties with their social participation within the mainstream classroom. Forty-five children, aged 6–8 years, sorted 15 statements outlining approaches for resolving social exclusion and victimisation situations. Four shared perspectives were identified per situation using by-person factor analysis. These perspectives differed primarily with respect to the actors held responsible for resolving the situation. Therefore, a one-size-fits-all approach is not appropriate for addressing the social needs of children with or at risk of SEBD within the inclusive classroom.

Additional Metadata
Keywords Children's perceptions, Elementary education, Q-methodology, Social participation, Youth participation
Persistent URL dx.doi.org/10.1016/j.ijer.2019.09.009, hdl.handle.net/1765/120040
Journal International Journal of Educational Research
Citation
de Leeuw, R.R. (Renske R.), de Boer, A.A. (Anke A.), Beckmann, E.J. (Else J.), van Exel, N.J.A, & Minnaert, A.E.M.G. (Alexander E.M.G.). (2019). Young children's perspectives on resolving social exclusion within inclusive classrooms. International Journal of Educational Research, 98, 324–335. doi:10.1016/j.ijer.2019.09.009