Subject: B Philosophy (General)
Year: 2023
Type: Article
Type: NonPeerReviewed
Title: STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AT SCHOOL: THE ROLE OF PEERS IN INCLUSIVE EDUCATION
Author: SYLA, Mevlyde
Abstract: One of the most widespread challenges in education during the last years is the role of peers in the inclusion of students with special needs, in order to achieve socialization and academic achievements. With a descriptive character, this research has collected quantitative and qualitative data, the quantitative data were collected through the instrument of the questionnaire carried out with 128 students of the eighth and ninth grades of those classes where there were students with special educational needs. For the collection of these data, we focused on the Inclusion Index manual by the authors Tony Both and Mel Aincow, adapted and adapted in the Albanian language by Prof. Dr. Naser Zabeli, MA. Lulavere Behluli (Zabeli & Behluli, Indeksi per gjitheperfshirje, 2014) and a semi-structured interview was conducted with 5 support teachers and 5 assistants of students with special educational needs. The research was carried out in Kosovo, in four primary schools in the city of Gjilan. These schools were randomly selected while the classes were purposively selected. The results show that peers positively affect the socialization of students with special needs as well as educational development. From the obtained results, we also observed the differences between boys and girls, where we concluded that girls have more positive behavior-attitudes than boys towards peers with special educational needs.
Publisher: Faculty of Philosophy, Tetova
Relation: https://eprints.unite.edu.mk/1315/
Identifier: oai:eprints.unite.edu.mk:1315
Identifier: https://eprints.unite.edu.mk/1315/1/PHILOSOPHICA23-121-129.pdfIdentifier: SYLA, Mevlyde (2023) STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AT SCHOOL: THE ROLE OF PEERS IN INCLUSIVE EDUCATION. PHILOSOPHICA International Journal of Social and Human Sciences, 10 (19-20). pp. 121-129. ISSN 2671-3020
