FROM INCLUSION TO SOCIAL REHABILITATION: SCHOOL PRACTICES SUPPORTING THE SOCIAL INTEGRATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

This paper examines school-based pathways that support the social rehabilitation of children with special educational needs, focusing on how educational environments can foster participation, belonging, and social functioning beyond academic attainment. The purpose of the study is to synthesize and critically evaluate the international evidence on school-based practices that promote social integration, peer relationships, and adaptive participation for learners with special educational needs. The methodology is a structured literature review that draws on peer-reviewed empirical studies and high-quality reviews published within a clearly defined time frame and identified through systematic searching of major academic databases, followed by transparent screening and thematic synthesis of findings. Results indicate that school-based interventions tend to cluster around several complementary approaches, including peer-mediated and cooperative learning practices, whole-school climate and relationship-building strategies, targeted social competence supports embedded in classroom routines, and coordinated collaboration between educators, families, and support professionals. Across the reviewed literature, positive outcomes are most consistently associated with interventions that are sustained over time, implemented with fidelity, and situated within inclusive school cultures that normalize diversity and proactively reduce stigma. However, findings also reveal recurring barriers, such as inconsistent teacher preparation, limited time and staffing resources, fragmented coordination across services, and uneven attention to student voice and family partnership. The conclusions emphasize that social rehabilitation in schools is not achieved through isolated programs alone but through integrated practices that align pedagogy, school ethos, and support systems. Recommendations highlight the need for school-wide capacity building, practice-based professional development, mechanisms that strengthen peer support and belonging, and multi-level planning that links classroom strategies with family and community resources.