social participation has been considered a key issue in the inclusin debate.

The inclusion of students with impairments and those who have been identified
as having SEN is a particular concern because these students are often
reported to experience difficulties in participating fully in regular education.
(Truly included? A literature study focusing on the social
dimension of inclusion in education, Goele Bossaert)
For example, SEN students were found to be less popular than their classmates,
have fewer friends
and participate less often as a member of a subgroup (Frostad and Pijl 2007).
(Truly included? A literature study focusing on the social dimension of
inclusion in education, Goele Bossaert)
Although different studies underline the importance of the social dimension of
inclusion, the meaning of different umbrella terms such as social integration,
social inclusion and social participation is not always clear, causing confusin
(Storey and Smith 1995).
Koster, Nakken, and others (2009) conducted a literature review to clarify the
meaning of these umbrella terms and to identify their key themes. Based on this
review, it was concluded that the umbrella terms social integration, social
inclusion and social participation were used as synonyms. Furthermore,
four key themes of social participation were discerned: (1) the presence of positive
social contact/interaction between these children and their classmates; (2)
acceptance of children with SEN by their classmates; (3) social
relationships/friendships between them and their classmates and (4) the pupils
with SEN perception of their acceptance by their classmates (2009, 135).
McColl (2003) based their definition of social integration on former definitions by
Bowd (1992) and Kunc (1992). Social integration was defined as a sense of
belonging achieved through acceptance by others and equal participation in
mutually valued activities (2003, 140)
Place and Hodge (2001) cited a definition of Sherrill (1998), in which social
inclusion was referred to as the nature and number of personal interactions peers
with and without disabilities who are classmates
(2001, 390).
Hadjikakou, Petridou, and Stylianou (2008) relied on a similar definition by Stinson
and Antia (1999) in which social inclusion was defined as the ability to participate
in social activities and to make friends with and be accepted by peers (1999, 25).
Skarbrevik (2005) probed the following concepts when assessing social inclusion:
participation in free time activities (play, on the way back and forth to school),
social isolation, friendships, peer acceptance (social preference), bullying and
social behaviour (taking the lead in social activities, joining younger students).
According to Kluwin, Stinson, and Colarossi (2002), social interaction is usually
measured by the observed frequency of contact between an individual and others,
although the quality of contact

can also be measured (Ladd, Munson, and Miller, 1984) (2002, 201). Social
participation was defined as ones perception of the frequency and nature of
contact with peers (Kluwin and Stinson, 1993) (2002, 201).