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1.
Eighty‐five mildly handicapped cerebral palsied children integrated into regular schools were assessed in order to identify characteristics associated with academic success and social acceptance. About 50 percent of the children were successful in reading accuracy and comprehension, 45 percent in arithmetic and 60 percent were socially acceptable to peers. Academic achievement was associated with cognitive ability rather than with degree of handicap, while social acceptance was related to affective variables. Cognitive, affective and behavioural mean scores were all within the normal range. Commonality analysis of data derived from the experimental subjects and a contrast group enrolled in a special school indicated that educational placement did not contribute significantly to academic success.  相似文献   

2.
Increasingly, children with Down Syndrome are attending mainstream schools, but evidence suggests that these children are more prone to peer rejection and other problems when compared with their non‐disabled counterparts. However, relatively little is known about children's attitudes toward their peers with moderate to serious learning disabilities, including Down Syndrome. This study assessed the attitudes of non‐disabled primary school children (n = 118) in mainstream education toward their peers with Down Syndrome. A secondary aim was to assess whether exposure to audiovisual material promoting inclusion had any immediate effects on overall attitudes. A cross‐sectional, questionnaire‐based survey was administered in four rural‐based schools. The results showed that female participants over 10 were the most sociable. Overall attitudes toward inclusion were consistently and statistically significantly more negative than those toward sociability. Other factors, such as contact with peers with Down Syndrome, were not related to attitudes. Neither was there any change in overall attitudes following exposure to the promotional material. Further work is needed to identify factors underpinning the attitudes of non‐disabled children to their peers with Down Syndrome and how best to promote inclusion in mainstream schools.  相似文献   

3.
Abstract

Students with severe and multiple learning difficulties have traditionally been excluded from mainstream education. Three arguments are put forward for integrating these students: social and humanitarian motives; interpretations of the ‘least restrictive environment’ as one in which interactions with non‐disabled peers are least restricted; and a changing concept of education to include a range of functional skills which provide preparation for adult life. Ways of implementing integration are discussed, including location of special classes in regular schools, integration into regular classes, and partial integration through links between regular and special schools. Although many existing integration programmes appear promising, there has been little systematic research in the area and few attempts at independent evaluations. Fears about potential loss of support services in integration appear to have some justification. Fears about adverse behaviour by non‐disabled peers have proved to be largely unfounded, but opportunities need to be deliberately structured to ensure that positive interactions occur between integrated students and their peers. Long‐term outcomes for students with severe and multiple learning difficulties integrated into regular schools have not been considered.  相似文献   

4.
This paper analyzes the academic peer influence of disabled students in the classroom, exploiting the random student–classroom assignment within middle schools in China. We show that the share of disabled students in a class has a significant negative impact on the academic achievement of their non-disabled classmates. This adverse influence remains largely stable over time when the classroom composition stays constant. We further find that the social spillovers of disabled students are attributable to their disability status rather than to their disability-correlated characteristics. An investigation into the mechanisms shows that disabled children lead to worsened learning environment and increased social interactions of their classmates with disruptive peers at school. There is no evidence that disabled children impair the learning efforts or the educational aspirations of non-disabled students in the same classroom.  相似文献   

5.
Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after‐school homework tutoring programme that uses University of Western Sydney (Australia) secondary teacher education students as tutors for African refugee students in secondary schools to facilitate their inclusion into Australian society. African refugees may receive lower returns for education in comparison with other Australian migrants. Using Bourdieu’s theory of social capital and cultural reproduction as a conceptual framework, this paper discusses the part played by schools in constructing barriers that prevent under‐represented groups such as refugees participating in the education process. It aims to explore the success of community engagement programmes like Refugee Action Support, which is designed to act in the interests of others (refugees) characterised as socio‐culturally disadvantaged.  相似文献   

6.
School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools.  相似文献   

7.
Under Singapore’s inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with physical disabilities to that of their typically developing peers. This study examined the social and academic impact of educational inclusion for children with physical disabilities. It investigated how their participation in school activities, academic performance, self-esteem, peer relationships, and social/emotional development compared to that of typically developing schoolmates. A total of 60 clients (n = 30 with physical disability; n = 30 typically developing students; age range = 8 to 16 years) in a local primary and secondary regular school participated in the study. The children with physical disabilities met academic expectations in school and had comparable levels of self-esteem, but experienced peer problems and participated less in school activities. Understanding children’s overall school experience is critical to becoming an inclusive society that enables children with a range of disabilities to benefit academically and socially. Implications for practice and future research were discussed.  相似文献   

8.
The purpose of this study is to examine the relationships between educational arrangements and social participation amongst children with disabilities in regular schools. The analysis is based on data drawn from surveys of parents of children with disabilities, aged 11–13, who attend regular schools in Norway (N = 262). We have explored the relationships between the variables of interest by means of structural equation modelling linear structural relations (LISREL). The results show that (1) the present educational arrangements may hinder social participation with peers and (2) the type of disability and the degree of impairment have no direct effect on the degree of social participation with peers, but only an indirect effect via educational support and classroom participation. These findings suggest that if children with disabilities are equally entitled to have the opportunity of gaining the same social benefits as their peers, then regular schools should be careful not to segregate them from their peers in mainstream school activities.  相似文献   

9.
The aim of the study was to investigate the structure of social competence among learning disabled children, as reported by themselves and their teachers, and the cognitive and emotional aspects that mediate its level. The sample consisted of 40 learning disabled children and 37 matched nondisabled children. Within Harter's competence model and Schaefer's spherical model, the learning disabled group demonstrated lower levels of competence and adjustment and a less mature concept of competence than did their peers. The social competence of the learning disabled children was accounted for by emotional and physical aspects of competence, similar to that found in younger and in children with an intellectual disability, whereas the social competence of the nondisabled peers was accounted for by a combination of academic, cognitive and self‐esteem aspects. Teachers rated the social competence of both groups of children as mediated by introversion and general competence. However, teachers added physical competence to the explanation of the learning disabled group's social competence, whereas they added task orientation to the explanation for the nondisabled group. Intervention planning should be geared toward increasing the social competence of LD children, through alerting teachers to their less mature self‐competence concept, with its special emphasis on nonacademic aspects.  相似文献   

10.
This study examined patterns of close relationships among school‐age children with learning disabilities (LD) as manifested in their attachment style, their self‐perceived loneliness, their sense of coherence, and teacher ratings of their academic functioning. In line with resilience theory, this study also aimed to further explore predictors of positive adjustment for children with LD. The sample comprised 98 children with LD from regular classes in four Israeli public elementary schools, and 98 non‐LD children from the same classes. Significant group differences emerged in attachment styles and adjustment. Attachment style significantly correlated with socioemotional adjustment but not with academic functioning. In addition, a subgroup of resilient children emerged among the LD children. Discussion focused on the value of attachment patterns for understanding social and emotional adjustment among school‐age children with LD.  相似文献   

11.
This study was undertaken to determine if there were differences in the social perception of learning disabled and non‐learning disabled youngsters, whether social perception was related to sex and if interaction by sex and learning disability status was involved. Fifty‐seven elementary school children aged 9 to 11 years were given four measures of social perception. Results showed that learning disabled children differed significantly (p .01) from their non‐learning disabled peers on each of the four measures. Neither sex nor group by sex interaction was significant. Assessment and intervention aimed at improving social perceptual skills should be incorporated into educational programming for those learning disabled children who exhibit deficiencies in this area of functioning.  相似文献   

12.
The social participation during free play activities of intellectually handicapped children in regular preschools was compared with that of their non‐handicapped age‐mates in the same preschools, and with that of intellectually handicapped children in a special preschool. While both groups of intellectually handicapped children showed, significantly lower levels of social participation than the non‐handicapped children, the intellectually handicapped children attending the special preschool were significantly lower in terms of social participation than those attending the regular preschools. The results were discussed in terms of the probable advantages of regular preschools as social learning environments for intellectually handicapped children.  相似文献   

13.
Abstract

The article reviews research in four areas: impact of integration on children's self‐concept, attitudes toward physically disabled children, effects on their school achievement and teacher reactions to integration. Research evidence suggests that being together with non‐disabled peers makes the disabled child more aware of his physical impairment and restraints. But there are also signs indicating that psychological factors essential for a positive self‐evaluation are activated to a higher degree in the integrated environment. With respect to attitudes of peers there are some, although not conclusive, results suggesting positive influence of integration. Research on school achievement demonstrates the great variability among the physically disabled pupils, in comparison with which the impact of school placement is relatively minor. Teacher opinions about integration of physically disabled pupils are mainly positive, but if the handicap is severe integration is considered possible only with a rich supply of teaching material, reduced class size and support from specialists. The review concludes with glimpses from reports on practical experience with integration.  相似文献   

14.
《Support for Learning》2004,19(4):162-168
Increased participation and success in education for disabled people will improve their social inclusion and benefit society in general. In this article Louca‐Mai Wilson discusses Disability Rights Commission research on education and its implications for policy and practice. Research findings are considered in relation to the need for the voices of young disabled people to be heard in research, policy and planning. A key finding was that young disabled people want to be regarded and treated as equal to their peers, with the same rights of access and educational opportunity. But schools and educational establishments vary in their willingness and capacity to address and remove existing access barriers. Inclusion is a key issue for many young disabled people; many feel isolated at school and college and often have lower expectations about their future than their non‐disabled peers. Inclusive practice and participation are key to ensuring that disability equality in education is achieved.  相似文献   

15.
Principals from N.S.W. government and non‐government schools were surveyed to elicit their attitudes towards the integration of individual disabled‐children and the support services currently provided. Attitudes forwards mildly intellectually handicapped students in particular were also examined. Analysis of principals’ ratings for each educational/behavioural disability specified indicates that they are positive only about integrating children who demand neither extra competencies nor extra curricular duties from the regular class teacher. Results also suggest that principals are dissatisfied with the quality and quantity of support services routinely provided and now seek resource personnel with the expertise to directly assist the regular teacher in the classroom. Sub‐group variations among principals on both issues are also reported. Data on mildly intellectually handicapped students indicate little attitudinal change since a study undertaken in 1978, although knowledge of the most effective support services for this population appears to have increased. Implications of these findings for policy and practice are discussed.  相似文献   

16.
This cross‐sectional study determined whether students who take part in academically challenging high school curricula experience elevated levels of stress and whether this stress co‐occurs with psychological and/or academic problems. Data from self‐report questionnaires and school records were collected from 480 students from four high schools. Results of analyses of covariance suggested that stress is not always associated with deleterious outcomes, as students in academically rigorous programs (specifically, Advanced Placement [AP] classes and International Baccalaureate [IB] programs) reported more perceived stress than did students in general education, while maintaining exceptionally high academic functioning. Furthermore, despite their stress level, the psychological functioning of students in AP and IB is similar or superior to the levels of psychopathology, life satisfaction, and social functioning reported from their peers in general education.  相似文献   

17.
Self‐concept ratings of normally and low achieving students in regular classes were compared with those of children facing academic difficulties and attending special education classes. Children's perceptions of scholastic competence and feelings of global self‐worth were measured using the Perceived Competence Scale for Children (Harter, 1982). Participants in the study were 424 children enrolled in the third to sixth primary school grades. Results indicated that special class children rated themselves more negatively than their normally achieving peers on both academic self‐concept and global self‐worth. They also rated themselves more negatively than their low achieving peers on academic self‐concept; no differences existed between these two groups on global self‐worth. The results are discussed in the light of the nature of the Greed educational system and the pressure put on children for academic excellence.  相似文献   

18.
Seven IH children attending a special school were integrated into a mainstream school on a part‐time basis over a period of 18 weeks. Effects were evaluated using behavioural measures of activity participation and social interactions during class time and free‐play periods in both the mainstream school and the special school which the children continued to attend. Compared to IH children who remained in the special school, the integrated children showed larger increases in Associative play in the special school free‐play period, but no differential change in classroom behaviour. In the mainstream school, social interactions between IH and non‐handicapped children occurred at high levels in both class and playground periods.  相似文献   

19.
The study examined the relationship of extraversion (E), neuroticism (N), psychoticism (P), academic self‐concept and locus of control to academic attainment of lower secondary school pupils in a cross‐cultural context. Measures of E, N, P, academic self‐concept, locus of control and academic attainment were taken from 120 pupils (60 boys, 60 girls) of Standard 7 in a middle school in Bophuthatswana (Southern African region). The analysis of results revealed that E, N and P are significantly negatively related to academic attainment, while academic self‐concept and internality are significantly positively associated with measures of academic attainment. No significant sex differences were found. It was also observed that mean E and N scores of the subjects of this study were significantly lower than those given in Eysenck and Eysenck's (1975) normative data for English children of the same age.  相似文献   

20.
During a conference organized as part of I.Y.D.P., parents of the disabled from throughout Queensland attempted to identify the primary needs they experienced in coping with a disabled child in the family. Recommendations were made concerning the provision of services which would help to alleviate these needs. Issues and recommendations concerning education, including educational rights, legislative and financial considerations, teacher education, and the adequacy of educational services, are discussed in this paper. The dearth of a range of appropriate post‐school options was of crucial import; provision of continuing education services for disabled school leavers, including minimally handicapped students integrated into regular classes, is seen as an urgent requirement. Co‐operative planning and service provision should be given priority status by special education authorities, tertiary institutions and employment departments and agencies.  相似文献   

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