Social, emotional, and academic functioning of children with SEN integrated in Hong Kong primary schools

Social, emotional, and academic functioning of children with SEN integrated in Hong Kong primary schools

• Yang, Lan The Hong Kong Institute of Education
• Sin, Kuen Fung Kenneth The Hong Kong Institute of Education
• Lui, Ming

The Asia-Pacific Education Researcher, 24(4), 545-555, 2014

Springer

2014

• E Special Education
  • EG Inclusive Education

Emotional Competence Social Competence Interpersonal Relationship Academic Performance Primary Students with SEN Inclusive Education in Hong Kong

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

A core goal of inclusive education worldwide is to maximize the learning potential of students with special educational needs (SEN) in mainstream educational settings. However, little research attention has been paid to SEN children's social and emotional gains from inclusive education compared to their academic performance. This study included social, emotional, and academic variables in a single research design, not only to test their relationships but also to explore the predictive roles of social and emotional factors in academic performance for SEN students. Participants were 515 SEN students in grades 1–6 in mainstream primary schools in Hong Kong. The results showed that the social and emotional competences of children with SEN were significant predictors of their academic performance (p < .001), with emotional competence having the larger impact. Although SEN students' relationships with peers and teachers were not found to be direct significant predictors of academic performance as reported in previous studies; they positively and significantly predicted emotional and social competences of SEN students (p < .001). Implications for establishing a caring campus, as well as developing educational interventions which will increase SEN students' positive emotional experiences and foster and maintain their adaptive social and emotional competences are discussed.
[Copyright © Springer].

• English

Journal Articles

• 01195646

https://bibliography.lib.eduhk.hk/bibs/9757766e

2015-12-14