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• Στατήρη, Βασιλική
• Ανδρέου, Ελένη

Η κοινωνική ένταξη των μαθητών προϋποθέτει κοινωνική επάρκεια, θετικές κοινωνικές σχέσεις και ισχυρούς δεσμούς με το σχολείο. Στην παρούσα μελέτη επιχειρήθηκε η διερεύνηση των κοινωνικών δεξιοτήτων, της κοινωνικής θέσης και του αισθήματος του «ανήκειν» στο σχολείο μαθητών σχολικής ηλικίας, με και χωρίς ειδικές εκπαιδευτικές ανάγκες. Επίσης, σκοπός της μελέτης ήταν και η διερεύνηση της σχέσης της κοινωνικής θέσης με τις κοινωνικές δεξιότητες αλλά και με το αίσθημα του «ανήκειν» στο σχολείο. Το δείγμα απαρτίσθηκε από 498 μαθητές γενικών δημοτικών σχολείων, εκ των οποίων οι 64 είχαν ειδικές εκπαιδευτικές ανάγκες. Τα δεδομένα συλλέχθηκαν με δύο ψυχομετρικές κλίμακες αυτό-αναφοράς και με ένα κοινωνιομετρικό τεστ. Σύμφωνα με τα αποτελέσματα, οι μαθητές με ειδικές εκπαιδευτικές ανάγκες έχουν χαμηλότερη κοινωνική θέση, λιγότερες κοινωνικές δεξιότητες και περιορισμένο αίσθημα του «ανήκειν» συγκρινόμενοι με τους τυπικούς ομηλίκους τους. Επιπλέον, παρατηρήθηκε πως η κοινωνική θέση σχετίζεται θετικά τόσο με τις κοινωνικές δεξιότητες, όσο και με το αίσθημα του «ανήκειν». Ωστόσο, δεν προέκυψε συσχέτιση μεταξύ της κοινωνικής θέσης και του αισθήματος του «ανήκειν» για τους μαθητές με ειδικές εκπαιδευτικές ανάγκες. Τα αποτελέσματα για την κοινωνική ένταξη των μαθητών με ειδικές εκπαιδευτικές ανάγκες στο γενικό σχολείο δεν είναι αισιόδοξα, ενώ αναδεικνύεται η σημασία της ενίσχυσης των κοινωνικών δεξιοτήτων, παράλληλα με την παροχή ίσων ευκαιριών μάθησης και συμμετοχής και την προώθηση ενός γενικού σχολικού κλίματος αποδοχής και υποστήριξης.

• Educational sciences

• Εκπαίδευση

κοινωνικές δεξιότητες, κοινωνική θέση, αίσθημα του «ανήκειν», ειδικές εκπαιδευτικές ανάγκες, κοινωνική ένταξη, social skills, sociometric status, sense of school belonging, special educational needs, social inclusion

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