Abstracts - Earli

L631 August 2007 11:00 - 12:20Room: PP6Poster SessionPoster sessionChair:Éva Molnár, University of Szeged, HungarySocial interaction between pupils with special needs and their mainstream peers and the formationof group associationsAlison Wilde, University of York, United KingdomElias Avramidis, University of York, United KingdomThis paper discusses insights on peer group processes and self-identity gained from a recent studyof disabled and non-disabled young people in English schools. Critical Discourse Analysis wasemployed to compare data gained from focus groups and individuals’ diary entries. The researchinvolved an examination of group negotiations of ‘collective self’ and more personal selfarticulations. It highlighted processes which contribute to the negotiation of group dynamicswithin mainstream educational contexts, focussing upon pupils’ interactions within variousmilieux. In particular, this project examined how young people forged homophilic relationshipsaccording to variables of impairment status, that is, in creating bonds according to perceivedsimilarities in impairment or ‘special needs’ status. Examination of the similarities and differencesin group negotiations of ‘collective self’ and more personal self-articulations demonstrated theimportance of exploring in more depth the degree and quality of social interactions betweendisabled and non-disabled pupils. In particular this indicated the need to conduct furtherinvestigation into processes of social group formation, cohesion and maintenance in educationalcontexts. This will provide valuable insights into how boundaries between students are identifiedand negotiated. Accordingly, the second part of the paper discusses this extension of our workfocusing on the social impacts of inclusion on children with special educational needs (SEN) andtheir mainstream peers, while also identifying those educational practices largely determining thesuccess of the process. In so doing, the concept of "homophily" is adopted to inform a mapping ofthe social positioning, friendships and self-esteem of all students, evaluating the extent of, andpotential for, inclusion between groups. A methodology of sociometric, self-report andcomplementary qualitative techniques is proposed, providing a multi-layered understanding of therelationships between children’s experiences of the school lifeworld and the application ofteaching and wider school practices.Learning through school self evaluation. A Delphi-study on necessary conditionsJan Vanhoof, Antwerp University, BelgiumPeter Van Petegem, Antwerp University, BelgiumIn a large number of educational systems school self-evaluations have become a commonphenomenon. Although many stakeholders welcome these school self-evaluations, there isconsiderable doubt regarding their quality. The question as to (the explanation) of the differenceswhich currently exist between schools has so far remained unanswered or rests on assumptions.When it comes to determining which criteria can be used to evaluate the quality of a selfevaluation,few research results are available. A general agreed upon set of criteria is stronglyneeded however. Therefore it is of essential importance to gather arguments, experiences and– 666 –