Examining Social Acceptance & Rejection. FPG Snapshot #44

Titel	Examining Social Acceptance & Rejection. FPG Snapshot #44
Quelle	(2007), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Psychology; Disabilities; Rejection (Psychology); Inclusive Schools; Peer Acceptance; Preschool Children; California; Kentucky; Maryland; Tennessee; Washington + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Handicap; Behinderung; Ablehnung; Inclusive school; Integrative Schule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kalifornien
Abstract	This FPG Snapshot summarizes the findings of a study, published in the November 2006 issue of the "Journal of Educational Psychology," that examined whether children with disabilities are accepted or rejected by their classmates in inclusive classrooms. Specifically, the study examined two sets of related questions: (1) Are individual children with disabilities socially accepted by peers in the classroom? If so, are there shared characteristics of social participation for children who are accepted? Do children with certain types of disabilities appear to be socially accepted? (2) Are individual children with disabilities socially rejected by peers in inclusive preschool classrooms? If so, are there shared characteristics of social participation for children who are rejected? Do children with certain types of disabilities appear to be socially rejected? The study found that a substantial proportion of children with disabilities may be well accepted in these settings, although nearly an equal proportion of children with disabilities may be at risk for social rejection by peers. [This Snapshot was produced by the FPG Child Development Institute at UNC-Chapel Hill and is based on: Odom, S. L., Zercher, C., Shouming, L., Marquart, J. M., Sandall, S., & Brown, W. H. (2006). Social acceptance and rejection of preschool children with disabilities: A mixed-method analysis. "Journal of Educational Psychology," 98(4), 807-823. ] (ERIC).
Anmerkungen	FPG Child Development Institute. University of North Carolina, Publications Office, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0857; e-mail: FPGpublications@unc.edu; Web site: http://www.fpg.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10