Auflistung nach Autor:in "Sermier Dessemontet, Rachel"

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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
01A - Beitrag in wissenschaftlicher Zeitschrift
Favoriser l’intégration sociale de tous au sein de classes inclusives. Quelle contribution des enseignants?
(22.10.2015) Garrote, Ariana; Sermier Dessemontet, Rachel; Moser Opitz, Elisabeth; Felder, Franziska
06 - Präsentation
Intervention zur Förderung von sozialer Integration in Integrationsklassen - Mit soziometrischen Instrumenten die Wirksamkeit einer Intervention überprüfen
(25.05.2013) Garrote, Ariana; Felder, Franziska; Sermier Dessemontet, Rachel; Moser Opitz, Elisabeth; Bless, Gérard
06 - Präsentation
Social acceptance in inclusive classrooms: The role of teacher attitudes toward inclusion and classroom management
(Frontiers, 2020) Garrote, Ariana; Felder, Franziska; Krähenmann, Helena; Schnepel, Susanne; Sermier Dessemontet, Rachel; Moser Opitz, Elisabeth
Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is evidence that social acceptance is determined by the social behavior of students. In addition, current research suggests that affect-motivation dispositions, such as teacher attitudes, are related to teaching practices, which in turn are associated with student outcomes. This longitudinal study examines, on an individual level, the relationship between social behavior and the social acceptance of students. On a classroom level, the extent to which a teacher’s attitudes toward the inclusion of students with special educational needs affects their classroom management (i.e., implementation of clear rules and successful time management) is analyzed. In addition, the effect of teacher attitudes toward inclusion and classroom management on social acceptance in the classroom is investigated. The social acceptance of a sample of 580 students in 34 inclusive classrooms was assessed at the beginning and the end of the school year. In addition, student social behavior was rated by peers at the beginning of the school year. Teachers (n = 34) were asked about their attitudes toward inclusion at the beginning of the school year. One mathematics lesson in each classroom was videotaped to assess the teachers’ classroom management practices. Multilevel structural equation models revealed a positive relationship between student social behavior and their social acceptance in the peer group. Contrary to expectations, teachers’ attitudes toward inclusion did not predict their classroom management practices (i.e., implementation of clear rules and successful time management). As hypothesized, teachers’ classroom management predicted the level of social acceptance in the classroom, whereas teachers’ attitudes toward the inclusion of students with special educational needs did not. The study results are discussed in light of previous findings and implications for teacher education are described.
01A - Beitrag in wissenschaftlicher Zeitschrift
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
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