The Social Integration of Students with Mild Disabilities in General Education Classrooms: Peer Group Membership and Peer-Assessed Social Behavior

1998 ◽  
Vol 99 (2) ◽  
pp. 167-185 ◽  
Author(s):  
Ruth Pearl ◽  
Thomas W. Farmer ◽  
Richard Van Acker ◽  
Philip C. Rodkin ◽  
Kelly K. Bost ◽  
...  
Keyword(s):  
Social Behavior ◽  
General Education ◽  
Social Integration ◽  
Group Membership ◽  
Peer Group ◽  
Mild Disabilities ◽  
The Social ◽  
General Education Classrooms

Who do students with mild disabilities nominate as cool in inclusive general education classrooms?

2006 ◽  
Vol 44 (1) ◽  
pp. 67-84 ◽  
Author(s):  
Philip C. Rodkin ◽  
Thomas W. Farmer ◽  
Richard Van Acker ◽  
Ruth Pearl ◽  
Jana H. Thompson ◽  
...  
Keyword(s):  
General Education ◽  
Mild Disabilities ◽  
General Education Classrooms

Social Participation in Inclusive Classrooms: Empirical and Theoretical Foundations of an Intervention Program

2015 ◽  
Vol 14 (3) ◽  
pp. 375-388 ◽  
Author(s):  
Ariana Garrote ◽  
Rachel Sermier Dessemontet
Keyword(s):  
General Education ◽  
Inclusive Education ◽  
Social Participation ◽  
Intervention Program ◽  
Special Educational Needs ◽  
Regular Group ◽  
The Social ◽  
The Individual ◽  
Socially Excluded ◽  
General Education Classrooms

Improving the social participation of children with special educational needs (SEN) is one of the central goals of inclusive education. However, studies consistently show that children with SEN included in general education classrooms are at risk of being socially excluded by their peers. Interventions are required to promote every child’s social participation. This article reviews skill-based, environment-based, and multicomponent interventions promoting the social participation of children with SEN included in general education classrooms. It then describes a multicomponent intervention program encompassing intervention strategies taking place at the individual, group, and teacher level. A first strategy is to provide pupils with opportunities to learn social skills in peer learning dyads. A second aims at forging a common group identity by holding regular group meetings to discuss common social goals. A third consists of supporting teachers to improve their feedback.

Applying Functional Assessment in General Education Classrooms

1998 ◽  
Vol 19 (6) ◽  
pp. 338-349 ◽  
Author(s):  
Pamela J. Larson ◽  
John W. Maag
Keyword(s):  
Special Education ◽  
General Education ◽  
Functional Assessment ◽  
Environmental Variables ◽  
Severe Disabilities ◽  
Mild Disabilities ◽  
The Future ◽  
Students With Severe Disabilities ◽  
General Education Classrooms ◽  
Theoretical Foundations

Functional assessment involves generating hypotheses about the purpose a behavior serves and the environmental variables maintaining it in order to develop effective and efficient interventions. Functional assessment has been used extensively with students with severe disabilities in special education settings. However, few applications of functional assessment have been reported with students with mild disabilities in general education classrooms. The purpose of this article is to address the use of functional assessment in general education classrooms with students with mild disabilities. We present the theoretical foundations of functional assessment, describe the procedures involved in conducting a functional assessment, discuss some of the obstacles to applying functional assessment in general education classrooms, and make recommendations for the future use of functional assessment in general education classrooms with students with mild disabilities.

Relative Differences in Academic Self-Concept and Peer Acceptance Among Students in Inclusive Classrooms

1998 ◽  
Vol 19 (2) ◽  
pp. 120-126 ◽  
Author(s):  
Paula J. Stanovich ◽  
Anne Jordan ◽  
Josette Perot
Keyword(s):  
At Risk ◽  
General Education ◽  
Social Integration ◽  
Students With Disabilities ◽  
Children With Disabilities ◽  
Peer Acceptance ◽  
Self Concept ◽  
Social Closeness ◽  
The Social ◽  
Relative Differences

This study provides data on the social and affective functioning of 2,011 students in second to eighth grade who were receiving instruction in inclusive general education classrooms. Students were identified as being at risk for school failure, having a disability, using English as a second language, or non-categorized. The academic self-concept and social integration of the students were assessed using two instruments: The Perception of Ability Scale for Students (PASS) and the Perception of Social Closeness Scale (PSCS). On the PASS, the noncategorized group scored significantly higher than each of the three identified groups, but the means of the three categorized groups did not differ significantly. Peer acceptance was again significantly higher for the noncategorized children than it was for each of the three identified groups. However, the group of students with disabilities differed significantly from the group who were at risk, with those children scoring lowest on this measure. Relative differences between academic self-concept and social integration were explored in a series of convergent analyses. Children with disabilities and children who were at risk displayed particularly large (but opposite) discrepancies: Those who were at risk were relatively accepted by their peers but had low perceptions of their own academic abilities. The children with disabilities, however, rated relatively higher in academic self-concept than in social closeness. These relative discrepancies have implications for practice.

Voluntary Associations and the Social Integration of the Poor

1971 ◽  
Vol 18 (3) ◽  
pp. 339-357
Author(s):  
Russell L. Curtis, Jr. ◽  
Louis A. Zurcher, Jr.
Keyword(s):  
Social Integration ◽  
Voluntary Associations ◽  
The Poor ◽  
The Social

Job Mobility and the Social Integration of Displaced Workers

1966 ◽  
Vol 14 (1) ◽  
pp. 48-56 ◽  
Author(s):  
Michael Aiken ◽  
Louis A. Ferman
Keyword(s):  
Social Integration ◽  
Job Mobility ◽  
Displaced Workers ◽  
The Social

The (Mis) Education of Immigrant Children in Today’s America

2019 ◽  
Vol 5 (2) ◽  
pp. 32
Author(s):  
Gabriela E. Gui
Keyword(s):  
General Education ◽  
Immigrant Students ◽  
Geographical Location ◽  
Personal Characteristics ◽  
Immigrant Children ◽  
Playing Field ◽  
Survey Interviews ◽  
The Individual ◽  
The Relationship ◽  
General Education Classrooms

In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.

Sign in / Sign up

Export Citation Format

Share Document