Students with disabilities (SWDs) traditionally occupy lower status positions compared to their non-disabled peers, experiencing higher levels of bullying, teasing, and social rejection in both general and special education settings. This pattern of marginalization leads to fewer friendships and a heightened sense of alienation for students with mild learning difficulties in mainstream classrooms, with SWDs often becoming targets for jokes and taunting.
Alienation among students is exacerbated by low academic achievement, with studies indicating that students performing below average academically feel more alienated than their higher-achieving counterparts. Researchers stress the importance of fostering engagement and social integration within educational environments to mitigate feelings of alienation, suggesting enhancements in instructional practices to promote connectivity and engagement among all students.
The adverse outcomes associated with the alienation of SWDs, such as dropping out of school and poor interpersonal relationships, stem from a perceived discrepancy in values and norms between SWDs and their non-disabled peers. This discrepancy is evidenced by SWDs’ low levels of school bonding and negative self-concepts concerning peer relationships. The alienation experienced by SWDs highlights the urgent need for dedicated research and interventions to create inclusive school environments that improve these students’ social and educational experiences.
Interventions targeting children with learning disabilities or special educational needs (SEN) have primarily focused on enhancing their social skills, including programs that aid in recognizing and expressing needs, as well as improving interactions with peers of the same age and gender to bolster friendships. Despite the infrequent study of accessibility as a variable, research that does examine it reveals a direct link between environmental barriers to mobility or activity access and increased stress, diminished quality of life, and intensified feelings of isolation. This underscores the significance of addressing both social and physical barriers to foster a more inclusive and supportive educational landscape for SWDs.
This proposal addresses the challenges faced by Students with Disabilities (SWDs) by introducing an innovative approach called “SUPERabled,” which integrates with Learning Management Systems to personalize educational experiences. This program aims to empower SWDs by transforming their perceived weaknesses into strengths through story-building and enhancing self-worth, engagement, and empathy. It includes curriculum integration focusing on dialogue, conflict management, and relationship building to foster inclusivity and improve interpersonal skills, social skills, and academic outcomes. The proposal outlines an implementation plan, evaluation criteria, and supporting research to demonstrate its potential impact on creating inclusive school environments that mitigate alienation and improve the social and educational experiences of SWDs.
Brown, Monica R. 2004. “School environments alienate some students.” The Free Library. https://www.thefreelibrary.com/School+environments+alienate+some+students.-a0116450611.
Bunch, G., and A. Valeo. 2004. “Student Attitudes Toward Peers With Disabilities in Inclusive and Special Education Schools.” Disability & Society 19 (1): 61–76.Hascher, Tina, and Gerda Hagenauer. 2010. “Alienation from School.” International Journalof Educational Research 49 (6): 220–232.
SUPERabled 