The Role of Identification in the Self-Concept of Special Educational Needs Students in Inclusive Settings

The education of students with special educational needs (SEN) in mainstream settings has developed considerably in most Western countries in recent decades. This trend is regularly reinforced by various laws and circulars. This creates new dynamics in schools, which can have an impact not only on teachers’ practices and perceptions, but also on the experiences of the students concerned. Research is needed to understand the different processes at work so that we can best accompany this change and ensure that everyone can find their place in it. A large body of research has been conducted on this topic, but studies suffer from a lack of consensus regarding the effect of inclusion on the self-concept of SEN students. In this article, we tested the hypothesis that students’ level of identification with their class would moderate the relationship between inclusion and the self-concept of students with SEN. Ninety-two SEN students attending inclusive classes completed two short scales measuring self-concept and identification with the class. Inclusion was measured through the number of hours spent in the regular class. The results showed that, contrary to our hypotheses, the level of inclusion and the interaction between inclusion and identification are not significantly related with self-concept. However, self-concept was revealed to be positively related to identification. These findings are discussed in terms of their theoretical and practical implications.