Social participation in inclusive classrooms. Empirical and theoretical foundations of an intervention program
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
01.01.2015
Typ der Arbeit
Studiengang
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Journal of Cognitive Education and Psychology
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
14
Ausgabe / Nummer
3
Seiten / Dauer
375-388
Patentnummer
Verlag / Herausgebende Institution
International Association for Cognitive Education and Psychology
Verlagsort / Veranstaltungsort
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
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.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
1945-8959
1810-7621
1810-7621
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Nein
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Closed
Lizenz
Zitation
Garrote, A., & Sermier Dessemontet, R. (2015). Social participation in inclusive classrooms. Empirical and theoretical foundations of an intervention program. Journal of Cognitive Education and Psychology, 14(3), 375–388. https://doi.org/10.1891/1945-8959.14.3.375