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<p>Challenging deficit-oriented narratives in special education, this qualitative study explores the perspectives of nine upper-secondary students with special educational needs (SEN) placed in reduced-size classrooms in Norway. Using in-depth interviews and thematic analysis, the findings reveal overwhelmingly positive experiences that contrast with the assumptions of segregation. Participants <i>perceived</i> strong social belonging, supportive teacher relationships, and improvements in well-being compared to their prior experiences in mainstream schooling. All findings are based on self-reported perceptions; no objective academic or social outcome measures were collected<i>.</i> These self-reported&#xa0;benefits suggest that, from the learners' perspectives, smaller specialized settings can provide meaningful academic and social advantages. However, the study did not measure objective academic outcomes, and findings reflect subjective perceptions rather than demonstrated effects. These findings highlight that, from the learners’ perspectives, smaller and specialized educational settings can provide meaningful academic and social benefits. The study contributes to a more nuanced understanding of inclusive education by foregrounding student voice and questioning dominant deficit-based assumptions.</p>

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Belonging in smaller spaces: student voices reshaping inclusion

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月2日

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  • Yikuan Yang,
  • Mingli Song

摘要

Challenging deficit-oriented narratives in special education, this qualitative study explores the perspectives of nine upper-secondary students with special educational needs (SEN) placed in reduced-size classrooms in Norway. Using in-depth interviews and thematic analysis, the findings reveal overwhelmingly positive experiences that contrast with the assumptions of segregation. Participants perceived strong social belonging, supportive teacher relationships, and improvements in well-being compared to their prior experiences in mainstream schooling. All findings are based on self-reported perceptions; no objective academic or social outcome measures were collected. These self-reported benefits suggest that, from the learners' perspectives, smaller specialized settings can provide meaningful academic and social advantages. However, the study did not measure objective academic outcomes, and findings reflect subjective perceptions rather than demonstrated effects. These findings highlight that, from the learners’ perspectives, smaller and specialized educational settings can provide meaningful academic and social benefits. The study contributes to a more nuanced understanding of inclusive education by foregrounding student voice and questioning dominant deficit-based assumptions.