Garrote, Ariana
E-Mail-Adresse
Geburtsdatum
Projekt
Organisationseinheiten
Berufsbeschreibung
Nachname
Vorname
Name
Suchergebnisse
Facilitating the social participation of pupils with special educational needs in mainstream schools. A review of school-based interventions
2017-01-01, Garrote, Ariana, Sermier Dessemontet, Rachel, Moser Opitz, Elisabeth
Intervention zur Förderung von sozialer Integration in Integrationsklassen - Mit soziometrischen Instrumenten die Wirksamkeit einer Intervention überprüfen
2013-05-25, Garrote, Ariana, Felder, Franziska, Sermier Dessemontet, Rachel, Moser Opitz, Elisabeth, Bless, Gérard
Favoriser l’intégration sociale de tous au sein de classes inclusives. Quelle contribution des enseignants?
2015-10-22, Garrote, Ariana, Sermier Dessemontet, Rachel, Moser Opitz, Elisabeth, Felder, Franziska
Social participation in inclusive classrooms. Empirical and theoretical foundations of an intervention program
2015-01-01, 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.