The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom

Abstract

The purpose of the study is to examine the effectiveness of the social cognition training on the peer acceptance (as playmates and working partners) of SEN students in the inclusive classrooms. 4 classes of Form 1 students were randomly assigned to either control groups (n=65) or experimental groups (n=58). The social cognition training on perspective-taking skills and empathy can help to initiate working relationship but failed to enhance the social interaction of the students in play. The results did not demonstrate any changes obtained on other measures of perceptions or behaviors. On the other hand, the study results revealed that there were no significant differences on peer acceptance between SEN and non SEN students in the pre-intervention and post-intervention stages. These findings were consistent with the previous studies when the non SEN students in these studies could not identify who are their SEN classmates, which may suggest that they could not hold stereotypical views on their SEN counterparts. Results also showed that empathy mediated the effects of perspective-taking ability on peer acceptance on play-with criterion. The implication of understanding on the peer acceptance of SEN students in an inclusive classroom and suggestions for appropriate intervention were discussed.