Improving the social participation of children with special educational needs (SEN)
is one of the central goals of inclusive education. However, studies consistently show
that children with SEN included in general education classrooms are at risk of being
socially excluded by their peers. Interventions are required to promote every child’s
social participation. This article reviews skill-based, environment-based, and multicomponent
interventions promoting the social participation of children with SEN
included in general education classrooms. It then describes a multicomponent intervention
program encompassing intervention strategies taking place at the individual,
group, and teacher level. A first strategy is to provide pupils with opportunities to
learn social skills in peer learning dyads. A second aims at forging a common group
identity by holding regular group meetings to discuss common social goals. A third
consists of supporting teachers to improve their feedback.