---
res:
  bibo_abstract:
  - "The social participation of students with special educational needs (SEN) as
    well as other elements of the school-related well-being can be regarded as informative
    indicators for the inclusion-related quality of a school. Such indicators represent
    relevant measures for the individual as well as the collective psychosocial outcomes
    of both, a schools’ inclusive concept as well as its realisation. \r\nBuilding
    on the prior work of Headey et al. (1984), Ryff & Keyes (1995), Grob et al. 1991
    as well as Hascher (2004), a multi-professional research group consisting of regular
    as well as special education teachers and scientists adopted a six-partite set
    of questionnaire scales to be administered to students of grade 6 to 10 with and
    without SEN at the Laboratory School Bielefeld/Germany (Kullmann et al. 2015).
    The educational concept of this state-run experimental school has been profoundly
    inspired by the ideas of progressive education as well as the work of John Dewey.
    It has been serving for a broad range of students including those with SEN for
    more the 40 years (Thurn 2012). \r\nThe analyses to be presented are based on
    a survey that has been administered on a yearly basis between 2013 and 2015. On
    average, a total of 294 students of the grades 6 to 10 participated (average return
    rate: 94,7%), of which 9,5% (N = 28) were SEN students. The measurement of social
    participation was realized by two scales: A newly developed 3-item scale on the
    “affinity to classmates” (Cronbach’s Alpha without/with SEN, e.g. for 2014: .852/.850)
    as well as a 4-item scale on the absence of social problems in school (with regard
    to classmates and other peer students; C-Alpha: .799/.877). \r\nThe two constructs
    on social participation are characterised by fairly similar and equally high ratings
    by both, students with and without SEN (e.g. mean values around 3.7 and 4.0 (minimum:
    0; maximum: 5), effect size (d) < .20). They are moderately correlated (r = .415)
    and structural equation modeling clearly indicates that both are linked to four
    other measures of school-related well-being while it does not appear appropriate
    to further condense them to one central figure. \r\nIn the final paper, we will
    present further analyses regarding the interconnection between social participation,
    other elements of school-related well-being as well as additional factors of school
    quality, e.g. the individual teacher support as perceived by the students or the
    social competence as an educational goal on the school level.\r\n\r\nReferences:\r\n
    \   • Grob, A., Lüthi, R., Kaiser, F. G., Flammer, A., Mackinnon, A., & Wearing,
    A. J. (1991). Berner Fragebogen zum Wohlbefinden Jugendlicher (BFW) [Questionnaire
    on the well-being of adolescents]. Diagnostica 37 (1), 66–75.\r\n    • Headey,
    B., Holmstroem, E., & Wearing, A. (1984). Well-being and ill-being: Different
    dimensions? Social Indicators Research 14 (2), 115–139.\r\n    • Hascher, T. (Hrsg.).
    (2004). Wohlbefinden in der Schule [Well-being in schools]. Münster: Waxmann.\r\n
    \   • Kullmann, H., Geist, S., & Lütje-Klose, B. (2015). Erfassung schulischen
    Wohlbefindens in inklusiven Schulen ‒ Befunde zur Erprobung eines mehrdimensionalen
    Konstrukts in fünf Jahrgängen der Sekundarstufe I an der Laborschule Bielefeld.
    [Ascertainment of school-related well-being in inclusive schools ‒ Findings from
    testing a multidimensional construct in five secondary grades of the Laboratory
    School Bielefeld.] In P. Kuhl, P. et al. (Eds.), Inklusion von Schülerinnen und
    Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (pp.
    301-333). Wiesbaden: Springer VS.\r\n    • Ryff, C. D., & Keyes, C. L. M. (1995).
    The structure of psychological well-being revisited. Journal of Personality and
    Social Psychology 69, 719–727.\r\n    • Thurn, S. (2012). Development processes
    in a laboratory school. Germany. In T. Wrigley, P. Thomson & B. Langard (Hrsg.),
    Changing Schools. Alternative ways to make a world of difference (pp. 27-38).
    New York: Routledge.@eng"
  bibo_authorlist:
  - foaf_Person:
      foaf_givenName: Harry
      foaf_name: Kullmann, Harry
      foaf_surname: Kullmann
      foaf_workInfoHomepage: http://www.librecat.org/personId=77972
    orcid: 0000-0001-5488-5105
  - foaf_Person:
      foaf_givenName: Birgit
      foaf_name: Lütje-Klose, Birgit
      foaf_surname: Lütje-Klose
  - foaf_Person:
      foaf_givenName: Sabine
      foaf_name: Geist, Sabine
      foaf_surname: Geist
  dct_date: 2016^xs_gYear
  dct_language: eng
  dct_title: The linkage between social participation and other factors of school-related
    well-being – Findings from an inclusive experimental school in Germany@
...