ABSTRACT
This conclusion presents some closing thoughts on the concepts discussed in the preceding chapters of this book. The book examines the individual domains of connectedness suggested by Libbey: school bonding, school attachment, school engagement and school climate and their alignment with relation to the four components of school connectedness outlined by the DASH-CDC (2009): adult support, positive peer relationships, commitment to education and environment. It highlights some of the complexities related to school connectedness of students with disabilities. The book emphasises importance of school connectedness for students with disabilities, discusses evidence-based approaches through which this sense of connectedness can be fostered, and highlights the need for further research in the area. It further highlights that relationship building is the greatest factor of school climate improvement, along with the suggestion that building relationships is made more prominent in teaching certification programmes.
