Literaturnachweis - Detailanzeige
| Autor/inn/en | Meyer, Lori E.; Ostrosky, Michaelene M. |
|---|---|
| Titel | Impact of an Affective Intervention on the Friendships of Kindergarteners with Disabilities |
| Quelle | In: Topics in Early Childhood Special Education, 35 (2016) 4, S.200-210 (11 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0271-1214 |
| DOI | 10.1177/0271121415571419 |
| Schlagwörter | Kindergarten; Young Children; Inclusion; Friendship; Disabilities; Interpersonal Competence; Peer Acceptance; Peer Relationship; Affective Measures; Affective Objectives; Multivariate Analysis; Fidelity; Measures (Individuals); Preschool Teachers |
| Abstract | This efficacy study investigated whether a class-wide disability awareness curriculum would result in increased close friendships for 26 kindergarteners with disabilities enrolled in six inclusive classrooms. Findings suggest that participation in a disability awareness curriculum alone does not lead to increased friendships. Evidence suggests that having a close friendship may partially mediate the relationship between children's social competence and acceptance. These findings align with research that emphasizes the importance of individualizing class-wide programs based on children's support needs and facilitating children's friendship formation in kindergarten classrooms to promote peer acceptance. Implications for future research and practice are discussed. (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 | 2021/2/06 |
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