An investigation into classwide inclusive interventions

Abstract

One of the goals of inclusive education (IE) is to integrate students with special educational needs (SEN) into mainstream classrooms, promoting social participation and academic development. While much research supports the benefits of IE for both SEN and non-SEN students, teachers often express concerns about managing diverse classrooms and developing a truly inclusive classroom culture. Social participation within the classroom is associated with developing friendships and, therefore, is a crucial aspect of the learning experience at school. However, research suggests that SEN students are less likely to socially participate in the classroom and are at higher risk of social isolation, rejection, and school refusal, all of which can negatively impact their academic and personal development.

This thesis explored two classwide interventions designed to enhance inclusive interactions between students while simultaneously assisting teachers with classroom behaviour management concerns. The research initially investigated The Good Inclusion Game (GIG), an adaptation of The Good Behaviour Game (GBG) designed to promote inclusive social interactions. From a series of single-case experimental studies (Chapter 4), the thesis assessed the sustainability of the intervention’s effects (Studies 1.1 – 4.0), compared the GIG to the GBG (Study 2.0), and analysed the role of specific intervention components, including team structures (Studies 3.1 and 3.2) and reinforcement strategies (Study 4.0).

Building on these findings, The Inclusive Superhero Game (ISG) was investigated (Chapter 6). This is a novel intervention based on an unknown dependent group contingency. The ISG’s effectiveness in increasing inclusive interactions and reducing disruptive behaviour was assessed across two studies (Studies 5.0 and 6.0), with the latter incorporating a noncontingent reinforcement component.

Overall, it found that these interventions were effective in enhancing inclusive interactions and managing classroom behaviour. Moreover, parents and/or guardians, teachers, and the students generally found the interventions to be socially valid. Although there is more to be done in addressing the key issues uncovered by this research, the thesis contributes to the growing body of knowledge on IE by demonstrating the viability of structured classwide interventions in promoting social inclusion and classroom cohesion.

Date of Award	Oct 2025
Original language	English
Sponsors	Department for the Economy
Supervisor	Mickey Keenan (Supervisor) & Stephen Gallagher (Supervisor)