@article{26708,
  abstract     = {{Primary school students’ attitudes towards peers with special educational needs (SEN) are important prerequisites for social participation in the inclusive classroom. However, determinants of these attitudes have not been identified yet. We examined N=753 primary school students’ attitudes towards peers with learning disabilities and towards peers with social or emotional disabilities. The students also provided information on their contact experiences with peers with SEN, their self-efficacy beliefs concerning their interpersonal skills, and their perceptions of their teachers’ behavior towards peers with SEN. The results indicate that the students’ attitudes towards peers with SEN are positive in general. As expected, their attitudes towards peers with social or emotional disabilities are significantly less positive than towards peers with learning disabilities. The results of a structural equation model underline that the attitudes towards peers with SEN can be explained by the students’ contact experiences, self-efficacy beliefs, and perceived teacher behavior towards peers with SEN. Effects of children’s perceptions of their teachers’ behavior in the classroom on their attitudes towards peers with learning disabilities are mediated by their self-efficacy beliefs. (DIPF/Orig.)}},
  author       = {{Hellmich, Frank and Löper, Marwin Felix}},
  journal      = {{Empirische Sonderpädagogik}},
  number       = {{2}},
  pages        = {{151--166}},
  title        = {{{Primary school students’ attitudes and their perceived teacher behavior towards peers with special educational needs}}},
  doi          = {{10.25656/01:16003}},
  volume       = {{10}},
  year         = {{2018}},
}