Literaturnachweis - Detailanzeige
| Autor/in | Regester, April |
|---|---|
| Titel | Beyond High School: A Look Back on Student and Teacher Perspectives on Their Participation with Inclusive Friendship Programs in High School |
| Quelle | (2009), (202 Seiten)
PDF als Volltext Ph.D. Dissertation, University of California, Santa Barbara |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-1096-0850-2 |
| Schlagwörter | Hochschulschrift; Dissertation; Qualitative Research; Inclusion; Peer Relationship; Developmental Disabilities; Friendship; Program Effectiveness; Regular and Special Education Relationship; High School Students; Adults; Mainstreaming; Secondary School Teachers; Teacher Influence; Student Characteristics; Peer Acceptance; Education Work Relationship; Risk; Innovation; Classroom Environment |
| Abstract | Research has shown inclusive education to be extremely beneficial for students with developmental disabilities. One reported benefit is the increased accessibility to typical peers with the implication of increased opportunities to develop meaningful friendships. Many researchers and educators have developed strategies to help facilitate the development of these friendships. The long-term impact of such strategies has rarely been investigated to determine their effectiveness over time for all students involved. Using qualitative research methods, five adult participants with and without disabilities were interviewed to determine the impact of three inclusive friendship programs they participated in while students in high school (15-20 years prior). These findings were corroborated with five existing student participant interviews done in a pilot study co-authored by the current researcher (Regester & Singer, in press). In addition, two adult participants who were teachers during the implementation of the programs were also interviewed. Four major themes emerged from the student interviews as having an impact on the success of the programs. Themes established were (a) influence of the special education teacher, (b) characteristics of the students without disabilities (at-risk or popular), (c) self-defined characteristics of the friendships formed and (d) impact on adult working life. Four themes also emerged from the teacher interviews as being key to their successful participation or facilitation of the friendship programs. Themes established were (a) risk-taking and innovative behavior, (b) connections to students and other key people, (c) mutual benefits, and (d) classroom philosophy. In addition to these themes, the three program features were identified and compared. Further research implications are discussed in order to develop future programs that have similar optimal outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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