The social relationships of students with intellectual disabilities in inclusive classrooms
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Autor:innen
Moser Opitz, Elisabeth
Autor:in (Körperschaft)
Publikationsdatum
2021
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Empirische Sonderpädagogik
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
13
Ausgabe / Nummer
3
Seiten / Dauer
201-215
Patentnummer
Verlag / Herausgebende Institution
Pabst Science Publishers
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
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.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1869-4845
1869-4934
1869-4934
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Closed
Lizenz
Zitation
GARROTE, Ariana und Elisabeth MOSER OPITZ, 2021. The social relationships of students with intellectual disabilities in inclusive classrooms. Empirische Sonderpädagogik. 2021. Bd. 13, Nr. 3, S. 201–215. Verfügbar unter: https://irf.fhnw.ch/handle/11654/32813