ABSTRACT
The quotation above reminds us of the need to address the issue of how best to enhance the social acceptance of children with special needs when placed in a regular class. Inclusive educational settings create a situation where children with disabilities can increase their social competence-but it is important to note that such an increase in social competence certainly does not always occur automatically. The situation is most problematic for children who have an emotional or behavioural disorder (Gresham 2002). There is a danger that such children will be marginalised, ignored or even openly rejected by the peer group
The results of most studies of integration and inclusion do not support the belief that merely placing a child with a disability in the mainstream spontaneously improves the social status of that child (Csoti 2001; Turnbull et al. 2002; Vaughn, Gersten and Chard 2001). Wilkins (2001: ix) observes, ‘Many students in special education programs have difficulty relating to others and interacting with peers. When interactions are negative, students are often prevented from working or playing together.’ It is evident that poor peer relationships during the school years can have a lasting detrimental impact on social and personal competence in later years. It is for this reason that establishing good social relationships with other children has been described as one of the most important goals of education (Elksnin and Elksnin 2001).
