A Comparison of the Social Competence of Children with Moderate Intellectual Disability in Inclusive versus Segregated School Settings

Autor/inn/en	Hardiman, Sharon; Guerin, Suzanne; Fitzsimons, Elaine
Titel	A Comparison of the Social Competence of Children with Moderate Intellectual Disability in Inclusive versus Segregated School Settings
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 30 (2009) 2, S.397-407 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2008.07.006
Schlagwörter	Inclusive Schools; Moderate Mental Retardation; Foreign Countries; Interpersonal Competence; Special Schools; Student Placement; Parent Attitudes; Teacher Attitudes; Comparative Analysis; Ireland; Adaptive Behavior Scale + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Ausland; Interpersonale Kompetenz; Special school; Sonderschule; Schülerpraktikum; Elternverhalten; Lehrerverhalten; Irland
Abstract	This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n = 20; inclusive school) and Group 2 (n = 25; segregated school). Parents and teachers completed the "Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale--School: 2nd edition". A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10