ABOUT BOOK

Advocates of inclusive education argue that the social inclusion of ~students with special educational needs (SEN) increases when they ~are educated with typically developing peers. However, research ~indicates that this is not apparent for all students with SEN. Students ~with social, emotional and behavioural diffi culties (SEBD) are often ~socially excluded. To understand the situation of these students, ~their voices should be heard. The aim of the current explorative study ~was to gain insight into: (1) the experiences of students with SEBD ~regarding victimisation and social exclusion, and (2) the approaches ~they applied and preferred resolving social problems. We conducted ~semi-structured interviews with 28 socially excluded students from ~grades 5 and 6, attending general ( N = 6) and segregated special ~( N = 21) primary education. The participants were prompted to ~talk about their own experiences using hypothetical scenarios. The ~interviews were analysed using a multi-grounded theory approach. ~The results show that students preferred diff erent approaches to ~resolving these social problems than the applied approaches. They ~would have liked to have seen their peers and teachers to show more ~initiative. In line with these results, the need to listen to the students’ ~voices are emphasised.