Social participation of pupils with special needs in eight, ninth and tenth grade: A pilot study

In the inclusion debate, social participation has been considered a key issue. However, research addressing the social participation of children with SEN has revealed that peer interactions between students with and without SEN may not spontaneously occur (Frostad & Pijl, 2007). This study, which is part of a larger study, has three aims; i.e., 1) exploring the psychometric properties of the Dutch translation of the CATCH, 2) exploring possible cultural differences and 3) identifying factors associated with adolescents’ attitudes towards peers with disabilities. An online survey was set up and the CATCH was tested among 173 Flemish adolescents (age range = 11-20). Furthermore, several background factors were assessed. Results supported the reliability of the translated version of the CATCH, revealing a two-factor structure of the CATCH, i.e., a cognitive and an affective-behavioral dimension. Factors independently associated with more positive attitudes were being female, having a close family member or a close friend with a disability, and viewing a video introduction of a peer with a disability before assessing attitudes. These findings underline the importance of the way in which students with disabilities are presented to their peers.status: publishe