Page 170 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

school well-being. Social inclusion refers to the student's peer relationships in

class, and it includes friendships as a positive indicator and feelings of
loneliness as a negative indicator. Academic self-concept refers to the

teacher's perception of students’ general academic abilities, i.e., related to

working speed and ability to solve tasks (Venetz et al., 2014). Since the social
and emotional competencies of students are key to achieving the goals of

inclusive education, the findings of this research seek to provide insight into
implementation of inclusive education and difficulties in socio-emotional

development of students with disabilities at schools in three counties of BIH.

3. Scope and Significance of the Study

There is a dearth of available studies providing insight into the inclusion of
students with developmental disabilities in BIH society, as well as insight into

their social and emotional development. The lack of knowledge and
understanding about the importance of encouraging the social and emotional

development of students in the school context negatively affects the

implementation of education in BIH, both for students with and without
disabilities. The results of this research will provide evidence of the inclusion

of students with disabilities in their classroom communities and raise
awareness about students’ academic learning and performance as well as their

general satisfaction and development. Most of the conducted research on
social and emotional inclusion and academic self-concept was based on the

self-assessment of students, while this research intends to provide insight into

teacher's assessment.
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