Inclusive education and social competence development

Mortimore, T and Zsolnai, A (2015) 'Inclusive education and social competence development.' Hungarian Educational Research Journal (HERJ), 5 (1). ISSN 2064-2199

Text (Published by the Hungarian Educational Research Association (HERA))
Mortimore_Zsolnai0402.pdf - Published Version
CC BY-NC.ND 4.0.

Download (290kB) | Preview
Official URL:


Students with special educational needs are exposed to the same social and cultural effects as any other child. Their social and emotional development also evolves under those influences and they, too, must adjust to the conditions of their environment. In several cases, however, an inadequate learning environment keeps these children from experiencing and learning social skills and abilities (such as self-confidence and independence). Inclusive education for children with special educational needs is not common practice in Hungary even though it is equally well suited to fostering different social skills and abilities in children with either average or non-average development. This paper endeavours to argue for the importance of having inclusive education in Hungary by discussing examples abroad, with special emphasis on research and practical implementations in Great Britain.

Item Type: Article
Keywords: inclusive education, learning disabilities, social skills and abilities,
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
Divisions: School of Education
Related URLs:
Date Deposited: 21 Jul 2015 16:25
Last Modified: 15 Aug 2021 09:40
References: References Bailey, J. (1998). Australia: inclusion through categorisation. In. T.Booth, & M. Ainscow, (eds): From Them to Us: An International Study of Inclusion in Education. London: Routledge. Bandura, A. (1986). Social learning theory. London: Prentice Hall. Barton, L. (ed) (1996). Disability and Society: Emerging Issues and Insights. Harlow: Addison Wesley Longman. 10 Bereczkei,T. (2003). Evolúciós pszichológia. [Evolutionary Psychology] Budapest: Osiris Kiadó. Booth, T., & Ainscow, M. (2002). Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Centre for Studies in Inclusive Education (CSIE). British Dyslexia Association (2006). Achieving Dyslexia-friendly Schools Resource Pack. 5th Edition. Reading: BDA accessed 16.11.2012 British Dyslexia Association (2012). accessed 27.11.2013 Broadhead, P., Johnston, C., T., Tobbel, C. & Woolley, R. (2010). Personal, social and emotional development. London: Continuum International Publishing Group. Brotphy-Herb, H. F., Lee, R. E., Nievar, M. & Stollak, G. (2007). Preschoolers’social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28, 134–148. doi: 10.1016/j.appdev.2006.12.004 Brown, W. H., Odom, S. L. & McConnel, S. R. (2008). Social competence of young children. Baltimore: P. H. Brookes Publishing Co. Burden, B. (2005). Dyslexia and Self-Concept. London: Whurr Publishers. Cole, M. & Cole, S. (2001). Fejlődéslélektan. [The Development of Children] Budapest: Osiris Kiadó. Chang, L. (2003). Variable effects of children’s agression, social withdrawal, and prosocial leadership as functions of teacher beliefs and behaviors. Child Development, 74, 535–548. doi: 10.1111/1467-8624.7402014 Cooper, R. (2006). A Social Model of Dyslexia. accessed 11.11.2012 Csoti, M. (2001). Social Awareness Skills for Children. London: Jessica Kingsley. Damon, W. (1983). Social and personality development: Infancy through adolescence. New York: W.W. Norton. Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S. & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74, 238–256. doi: 10.1111/1467-8624.00533 Denham, S., Bassett & Wyatt, T. (2007). The socialization of emotional competence. In. J. E. Gruesec, & P. D. Hastings,. (eds.), Handbook of socialization. (pp. 614-637) New York: The Guilford Press. Department for Children, Schools and Families, (2008). Special Educational Needs in England. SFR 15/2008, London. Department for Education and Skills (2001). Special Educational Needs: Code of Practice of Schools, Early Education Practitioners and Other Interested Parties. Date of Issue: November 2001 Ref: DfES/581/2001 Special Educational Needs Code of Practice. DfES (2002). Learning and Teaching for Dyslexic Children. The Inclusion Development Programme: accessed 15.11.2013. Diamond, K. E. (2002). The development of social competence in children with disabilities. In. P. Smith, & C. Hart, (eds.), Blackwell handbook of childhood social development. (pp. 570-587) Malden: Blackwell Publishing. Diener, M. L. & Kim, D. Y. (2004). Maternal and child predictors of preschool children’s social competence. Journal of Applied Developmental Psychology, 25, 3–24. Edwards, J (1994) The Scars of Dyslexia: Eight case studies in emotional reactions. London: Cassell. Eide, B. & Eide, F. (2011). The Dyslexic Advantage: Unlocking the Hidden Potential of the Dyslexic Brain. London: Hay House. Fabes, R. A., Leonard, S. A., Kupanoff, K. & Martin, C. L. (2001). Parental coping with children’s negative emotions: Relations with children’s emotional and social responding. Child Development, 72, 907–920. Forgács, J. (1989). A társas érintkezés pszichológiája. [The psychology of social interaction] Budapest: Gondolat Kiadó. Gathercole, S. E. & Alloway, T. P. (2008). Working Memory. A Practical Guide for Teachers. London: Sage. Goldsmith, H. H. (1987). Roundtable. What is temperament? Four Approaches. Child Development, 58, 505–529. Goodnow, J. & Burns, A. (1985). Home and school: A child’s-eye view. Sydney: Allen & Unwin. Goulandris, N. & Snowling, M. (2001). Dyslexia in adolescence: a five-year follow-up study. In. M. Hunter Carsch, & M. Herrington, (eds.), Dyslexia and Effective Learning. London: Whurr Publishers. Greene, M., L., Hariton, J., R. Robins, A., L. & Fly, B.,L. (2011). Children’s social competence. New York: Nova Science Publishers, Inc. Hamre, B. K. & Pianta (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638. doi: 10.1111/1467-8624.00301 Hattie, J. (2012) Visible Learning for Teachers: Maximizing impact upon learning. Oxon: Routledge. Herbert-Myers, H., Guttentag, C. L., Swank, P. R., Smith, K. E. & Landry, S. H. (2006). The importance of language, social and behavioral skills across early and later childhood as predictors of social competence with peers. Applied Developmental Science, 10, 174–187. doi:10.1207/s1532480xads1004_2 11 Howes, C. (1987). Peer interaction of young children. Monographs of the society for research in Child Development. 53. (Serial No. 217) Humphrey, N. (2003). Facilitating a positive sense of self in pupils with dyslexia: the role of teachers and peers. Support for Learning, 18 (3), 129-136. doi:10.1111/1467-9604.00295 Humphrey, N. & Mullins, P. M. (2002). Personal Constructs And Attribution For Academic Success And Failure In Dyslexia, British Journal Of Special Education, 29(4), 194-201. doi:10.1111/1467-8527.00269 Izard, C. E. (2001). Emotional intelligence or adative emotion? Emotion, 1, (3) 249–257. doi: 10.1037//1528-3542.1.3.249 Kasik, L. (2010). A szociálisprobléma-megoldó gondolkodás és képesség jellemzői. [Social-problem Solving] In. Zsolnai Anikó & Kasik László (szerk.): A szociális kompetencia fejlesztésének elméleti és gyakorlati alapjai. (pp. 97- 114) Budapest: Nemzeti Tankönyvkiadó. Kelly, K. & Phillips, S. (2011). Teaching Literacy to Learners with Dyslexia - a multisensory approach. London: Sage. Kopp, M. & Skrabski, Á. (1995). Alkalmazott magatartástudomány. [Applied behavioural sciences] Budapest:Corvinus Kiadó. Macdonald, S. J. (2010). Dyslexia and Crime: a social model approach: Saarbrücken: VDM Ltd. Macdonald, S. J.(2012). Biographical Pathways into Criminality: Understanding the Relationship between Dyslexia and Educational Disengagement. Disability and Society, 27 (3), 427-44. McKay, N. (2006). Removing Dyslexia as a Barrier to Achievement: The Dyslexia Friendly Schools Toolkit Oxford: SEN marketing McKay, N. & Tresman, S. (2006). Achieving Dyslexia-Friendly Schools. Oxford: SEN Marketing. McLoughlin, D., Leather, C. & Stringer, P. (2002). The Adult Dyslexic Interventions and Outcomes. London: Whurr Publishers. Mortimore, T. (2006). The Impact of Dyslexia and Cognitive Style upon the Study Skills and Experience of Students in Higher Education. Cardiff University: Unpublished Doctoral Dissertation. Mortimore, T. (2008). Dyslexia and Learning Style: A Practitioner’s Handbook Second Edition. Chichester: Wiley-Blackwell. Mortimore, T. & Dupree, J. (2008). Dyslexia-friendly practice in the Secondary Classroom. Exeter: Learning Matters. Nagy, J. (2000). XXI. század és nevelés. [Education and the 21th century] Budapest: Osiris Kiadó. Nagy, J. (2007). Kompetenciaalapú kritériumorientált pedagógia. [Criterion referenced pedagogy] Szeged: Mozaik Kiadó. National Institute of Child Health and Development and International Dyslexia Association, (2002). Retrieved from January 2013 Nicolson, R. I. & Fawcett, A. J. (2008). Dyslexia, Learning and the Brain. MIT, London. Nind, M., Rix, J., Sheehy,K. & Simmons, K. (2005, eds.). Curriculum and Pedagogy in Inclusive Education. Values into Practice. Oxford: Routledge Farmer. Odom, S. L., Zercher, C., Li, S., Marquart, J. M., Sandall, S. & Brown, W. H. (2006). Social acceptance and rejection of preschool children with disabilities: A mixed–method analysis. Journal of Educational Psychology, 98, 807–823. doi: 10.1037/0022-0663.98.4.807 Ott, P. (2007). Teaching Children with Dyslexia. A practical guide. Routledge, London. Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J. & Majeski, S. A. (2004). Emotional intelligence and academic success: examining the transition from high school to university. Personality and Individual Differences, 36, 163–172. Pavey, B. (2007). The Dyslexia-friendly Primary School. London: Paul Chapman Publishing Peer,L. & Reid, G. (2001, eds.). Dyslexia and Successful Inclusion in the Secondary School., London: David Fulton. Rice, M. & Brooks, G. (2004). Developmental Dyslexia in Adults: A research review. London: NDRC. Riddick (2000). Dyslexia and Inclusion: time for a social model of disability perspective? International Studies in Sociology of Education, 11(3), 223-236. doi:10.1080/09620210100200078 Riding, R. & Rayner, S. (1998). Cognitive Styles and Learning Strategies. London: David Fulton. Rieser, F. (2001). The Struggle for Inclusion: The growth of a movement, In. Barton, L. (ed.), Disability, politics and the struggle for change, London: David Fulton. Rose, S. J. (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties An independent report. accessed 12. 09. 201. Rose-Krasnor, L. (1997). The nature of social competence: A Theoretical review. Social Development, 6, 111–135. doi: 10.1111/j.1467-9507.1997.tb00097 Rózsa, S., Kő, N. & Oláh Attila (2006). Rekonstruálható-e a Big Five a hazai mintán. [Can the BFQ be reconstructed on Hungarian sample] Pszichológia, 26 (1), 57–76. 12 Saarni, C. (1999). Emotional competence and self-regulation in childhood. In. Salovey, P. & Saarni, C. (1999), The development of emotional competence. New York: Guilford Press. Schaffer, D. & Brody, G. H. (1981). Parental and peer influences on moral development. In. R. W. Henderson, (eds.), Parent-child interaction. Academic Press. Schneider, B. H. (1993). Children’s social competence in context. Oxford: Pergamon Press. Scott, R. (2003). Dyslexia and Counselling. London: Whurr Publishers. Semrud-Clikeman, M. (2007). Social competence in children. New York: Springer. Shaywitz, S. E . (2005). Overcoming Dyslexia: New York: Alfred A. Knopf. Snowling, M J (2011). Beyond Phonological Deficits: Sources of Individual Differences in reading Disability In. S. A. Brady, Braze, D. & A. Fowler, (eds): Explaining Individual Differences in Reading. London: Psychology Press. Snowling, M.J., Muter, V. & Carroll, J.M. (2007). Children at family risk of dyslexia: a follow-up in adolescence. Journal of Child Psychology & Psychiatry, 48, 609-61. Stephens, T. (1992). Social skills in the classroom. Odessa: PAR. Thomas, A. & Chess, S. (1977). Temperament and development. Bruner/Mazel, New York. Tonnesen F.E. (1997). How Can We Best ‘Define’ Dyslexia? Dyslexia, 3, 78-92. Tunstall, D. F. (1994). Social competence needs in young children: What the research says. New Orleans: Paper presented at the Association for Childhood Education UNESCO (1994). The Salamanca Statement: A Framework for Action. UNESCO. Salamanca West, T. (1997). In the Mind's Eye. Visual Thinkers, Gifted People with Learning Difficulties, Computer Images and the Ironies of Creativity (2nd Edition) Buffalo, NY: Prometheus Books. Wolf, M. (2008). Proust and the squid : the story and science of the reading brain. Cambridge: Icon. Zsolnai, A. (2006). A szocialitás fejlesztése 4–8 éves életkorban. [Developing social skills in childhood: Ages 4 to 8 Years] Szeged: Mozaik Kiadó. Zsolnai, A. & Kasik, L. (2007). Az érzelmek szerepe a szociális kompetencia működésében. [Emotions and the functioning of the social competence] Új Pedagógiai Szemle, 57 (7–8), 3–16. Zsolnai, A. (2013). A szociális fejlődés segítése. [Helping of social development] Budapest: Gondolat Kiadó.
URI / Page ID:
Request a change to this item or report an issue Request a change to this item or report an issue
Update item (repository staff only) Update item (repository staff only)