東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Social Acceptance of Students with S...

Lequia, Jenna.

FindBook

Google Book

Amazon

博客來

Social Acceptance of Students with Significant Disabilities by General Education Peers in Inclusive Elementary School Settings.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Social Acceptance of Students with Significant Disabilities by General Education Peers in Inclusive Elementary School Settings./
作者:	Lequia, Jenna.
面頁冊數:	122 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703067
ISBN:	9781321746914

Social Acceptance of Students with Significant Disabilities by General Education Peers in Inclusive Elementary School Settings.
Lequia, Jenna.

Social Acceptance of Students with Significant Disabilities by General Education Peers in Inclusive Elementary School Settings. - 122 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.

This item must not be sold to any third party vendors.

The inclusive experiences of students with significant disabilities vary, ranging from the amount of time spent in the general education classroom to the type of support arrangement provided. While placement in the general education classroom is often considered a necessary element of inclusion, such placement does not guarantee full participation. Fostering social connectedness and meaningful participation is essential to the success of inclusive educational programming. Such belonging is also partially dependent on the treatment of students with significant disabilities by general education peers who are selective in determining classmates with whom to interact or form relationships. The current study quantitatively evaluates the relationship between various factors (e.g., support arrangement, staff disposition, time included) and the social acceptance of students with significant disabilities by their peers at the elementary level. Findings suggest that students with significant disabilities who are assigned a paraprofessional as their primary support experience 'average' social acceptance by their peers. Average social acceptance index ratings indicate students with significant disabilities who are assigned a paraprofessional have lower social acceptance than those with other support arrangements, including co-teaching and consulting teacher. Results also demonstrate a small negative association between the amount of time a student spends in the general education classroom (i.e., "level of exposure") and the level of social acceptance by peers. Most associations between educational professional's attitudes towards the focus students and the amount of time that they are included with their general education peers were not significant, however there was a moderate strength positive association between general educators' feelings of attachment to the student with a disability and the time the student was included in the general education classroom, as well as a significant, strong, negative association between general educators' level of indifference toward the student and the amount of time that he is she was included. Practical implications and suggestions for future research are discussed.

ISBN: 9781321746914Subjects--Topical Terms:

516693
Special education.

Social Acceptance of Students with Significant Disabilities by General Education Peers in Inclusive Elementary School Settings.
LDR:03284nmm a2200313 4500 001 2060412
005 20150828095348.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321746914
035 $a (MiAaPQ)AAI3703067
035 $a AAI3703067
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lequia, Jenna. $3 3174563
245 1 0 $a Social Acceptance of Students with Significant Disabilities by General Education Peers in Inclusive Elementary School Settings.
300 $a 122 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Kimber Wilkerson.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a The inclusive experiences of students with significant disabilities vary, ranging from the amount of time spent in the general education classroom to the type of support arrangement provided. While placement in the general education classroom is often considered a necessary element of inclusion, such placement does not guarantee full participation. Fostering social connectedness and meaningful participation is essential to the success of inclusive educational programming. Such belonging is also partially dependent on the treatment of students with significant disabilities by general education peers who are selective in determining classmates with whom to interact or form relationships. The current study quantitatively evaluates the relationship between various factors (e.g., support arrangement, staff disposition, time included) and the social acceptance of students with significant disabilities by their peers at the elementary level. Findings suggest that students with significant disabilities who are assigned a paraprofessional as their primary support experience 'average' social acceptance by their peers. Average social acceptance index ratings indicate students with significant disabilities who are assigned a paraprofessional have lower social acceptance than those with other support arrangements, including co-teaching and consulting teacher. Results also demonstrate a small negative association between the amount of time a student spends in the general education classroom (i.e., "level of exposure") and the level of social acceptance by peers. Most associations between educational professional's attitudes towards the focus students and the amount of time that they are included with their general education peers were not significant, however there was a moderate strength positive association between general educators' feelings of attachment to the student with a disability and the time the student was included in the general education classroom, as well as a significant, strong, negative association between general educators' level of indifference toward the student and the amount of time that he is she was included. Practical implications and suggestions for future research are discussed.
590 $a School code: 0262.
650 4 $a Special education. $3 516693
650 4 $a Elementary education. $3 641385
650 4 $a Organizational behavior. $3 516683
650 4 $a Social structure. $3 528995
690 $a 0529
690 $a 0524
690 $a 0703
690 $a 0700
710 2 $a The University of Wisconsin - Madison. $b Special Education. $3 2098917
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0262
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703067