Enhancing spelling skills in dyslexic primary students: A comparative study of remedial and compensatory interventions in chennai
April 10, 2025
Exploring differences in Primary School Teachers’ Attitudes Towards Inclusive Education in Kosovo
April 10, 2025
Authors: N. Bressoud, A. C. Samson, P. Gay, G. Garbaliauskaite - Plagnol, C. Audrin, E. Lucciarini, R. Shankland
Type: Journal Article
Abstract:
This study evaluates the Individual Strengths, Collective Power! program in fostering students' use of strengths vocabulary and improving classroom relationships in an inclusive education setting in Switzerland, where students with and without special educational needs and disabilities (SEND) attend school together. The study involved 179 students, ages 8 to 12, divided into an experimental group that received specific training and an active control group that had access to program resources, regardless of their SEND status. The study used the Strengths Use Scale (SUS) and the Gratitude Questionnaire to measure students' awareness of their strengths and gratitude. In addition, a sociometric measure, the Peer Acceptance Index (PAI), was developed to assess classroom dynamics. Results indicate that strengths-based interventions significantly expanded students' vocabulary of strengths and increased positive discourse, particularly among girls. Time and age were the main predictors of positive peer commentary, rather than the interventions themselves, which had no significant effect on PAI scores. The study suggests that strengths-based tools, even without guided use, can positively influence students' language about strengths, although they did not change classroom relationships within the 9-week period. Further research is recommended to explore the specific effects and mechanisms of strengths-based interventions in inclusive settings.
Field: Inclusive Education
