Frank Hellmich
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Effects of a social participation intervention on primary school students' attitudes toward peers with disabilities Open
Students with social, emotional, behavioural and with learning disabilities often experience low levels of social participation or social exclusion in inclusive education. To mitigate the consequences of social exclusion (e.g., depression)…
Predictors of primary school teachers’ self-efficacy beliefs for inclusive education Open
Introduction Teachers’ self-efficacy is considered to be an essential personal resource which underlies the successful implementation of inclusion. The development of self-efficacy is supposedly linked to four main sources: Mastery and vic…
Teachers’ role model behavior and the quality of the student–teacher relationship as prerequisites for students’ attitudes toward peers with learning difficulties Open
Introduction The introduction of inclusive education in primary schools has raised many questions about the impact of teachers’ role model behavior on the social participation of students with learning difficulties. Based on the “theory of…
Examining the Measurement Invariance and Validity of the SSIS SEL Brief + Mental Health Scales – Student Version in Austria and Germany Open
The SSIS SEL Brief + Mental Health Scales (SSIS SELb+MHS) are multi-informant assessments developed in the United States to assess the social and emotional learning (SEL) competencies and emotional behavior concerns (EBCs) of school-age yo…
Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP Open
Social inclusion is a key factor in the well-being and mental health of students. This article describes the findings of the FRIEND-SHIP intervention study to promote social competences and social inclusion within classrooms. The data pres…
Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education Open
Following the United Nations Convention on the Rights of Persons With Disabilities, questions concerning the joint education of students with and without special educational needs remain to be answered. Currently, there is a need for knowl…
The role of students’ experiences in attitude formation towards peers with non-compliant classroom behaviour in inclusive primary schools Open
Social participation is a crucial condition for successful learning in inclusive primary schools. Unfortunately, students with non-compliant classroom behaviour are at risk of being socially excluded from their class. Recently, students' a…
The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’ Open
Within the framework of implementing inclusive education in primary schools, various questions arise concerning the role of teachers’ personal resources in their everyday practices in heterogeneous classrooms. Teachers’ professional person…
Primary school students’ attitudes and their perceived teacher behavior towards peers with special educational needs Open
Primary school students’ attitudes towards peers with special educational needs (SEN) are important prerequisites for social participation in the inclusive classroom. However, determinants of these attitudes have not been identified yet. W…
Social participation of students with special educational needs Open
The social participation of students with special educational needs (SEN) is currently gaining increasing attention in research. This is reflected in recent events such as the ‘Mini-conference on S...