Middle School Boys' Perspectives on Social Relationships with Peers with Disabilities

Autor/inn/en	Kalymon, Kristen; Gettinger, Maribeth; Hanley-Maxwell, Cheryl
Titel	Middle School Boys' Perspectives on Social Relationships with Peers with Disabilities
Quelle	In: Remedial and Special Education, 31 (2010) 4, S.305-316 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932508327470
Schlagwörter	Middle Schools; Disabilities; Males; Peer Relationship; Middle School Students; Early Adolescents; Interviews; Attitude Measures; Attitudes toward Disabilities; Special Needs Students; Social Attitudes; Friendship; Role; Peer Influence; Teacher Behavior; Inclusive Schools; Wisconsin + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Handicap; Behinderung; Male; Männliches Geschlecht; Peer-Beziehungen; Middle schools; Student; Students; Schüler; Schülerin; Interviewing; Interviewtechnik; Sonderpädagogischer Förderbedarf; Social attidude; Soziale Einstellung; Freundschaft; Rollen; Teacher behaviour; Lehrerverhalten; Inclusive school; Integrative Schule
Abstract	Factors that contribute to the development of positive peer relationships between middle-school students with and without disabilities are investigated. Eight typically developing, seventh-grade boys participate in semi-structured interviews to discern their perspectives of the personal benefits or challenges associated with having social relationships with classmates who have disabilities. Data coding reveal five themes that relate to the formation of positive peer relationships: (a) perceived similarity in interests and ability, (b) the role of the adolescent without disabilities in the relationship, (c) amount of time spent together, (d) peer reactions towards students with disabilities, and (e) adult behavior towards students with disabilities. A theory of congruence and mutuality in peer relationships emerges from the data analysis to explain middle school relationships between students with and without disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10