Garrote, Ariana

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Garrote
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Ariana
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Garrote, Ariana

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Gerade angezeigt 1 - 6 von 6
  • Vorschaubild nicht verfügbar
    Publikation
    The social relationships of students with intellectual disabilities in inclusive classrooms
    (Pabst Science Publishers, 2021) Garrote, Ariana; Moser Opitz, Elisabeth [in: Empirische Sonderpädagogik]
    Social relationships with peers are very important for the development of all children. However , studies show that learners with special educational needs have greater difficulties in forming social relationships with peers than their classmates. However, research data and findings for children with intellectual disabilities (ID) are sparse. The present study investigates the social relationships of 7-to 8-year-old children with ID (n = 35) in inclusive classrooms (first to third year) over the course of one school year. Compared to a sample of matched same-sex classmates without ID with similar social skills (n = 35), the children with ID were less frequently named as playmates and had fewer reciprocal relationships at the end of the school year. There were no differences between children with and without ID in terms of nominations given, reciprocal relationships at the beginning of the school year and stable relationships. The results thus indicate that children with ID and without ID with comparable social skills had a similar number of stable relationships. However, children with ID formed fewer reciprocal relationships than their peers with similar social skills. Both children with IB and children without ID maintained stable reciprocal relationships mostly with same-sex peers (n = 26) who had significantly higher social skills. These findings provide important evidence for the development of strategies to promote social interactions and relationships in inclusive classrooms.
    01A - Beitrag in wissenschaftlicher Zeitschrift
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    Publikation
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Soziale Interaktionen in Integrationsklassen fördern
    (Stiftung Schweizer Zentrum für Heil- und Sonderpädagogik, 2017) Garrote, Ariana; Moser Opitz, Elisabeth [in: Schweizerische Zeitschrift für Heilpädagogik]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Facilitating the social participation of pupils with special educational needs in mainstream schools. A review of school-based interventions
    (Elsevier, 01.01.2017) Garrote, Ariana; Sermier Dessemontet, Rachel; Moser Opitz, Elisabeth [in: Educational Research Review]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Soziale Teilhabe in inklusiven Klassen
    (Verlag Empirische Pädagogik, 01.01.2016) Garrote, Ariana [in: Empirische Pädagogik]
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Social participation in inclusive classrooms. Empirical and theoretical foundations of an intervention program
    (International Association for Cognitive Education and Psychology, 01.01.2015) Garrote, Ariana; Sermier Dessemontet, Rachel [in: Journal of Cognitive Education and Psychology]
    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.
    01A - Beitrag in wissenschaftlicher Zeitschrift