The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficits on the Student-Teacher Relationship (Incidencia de Trastornos del Espectro Autista, Síndrome Down, Dificultades Específicas de Aprendizaje, y el TDAH en la Relación Alumno-Profesor)

Autor/inn/en	Prino, Laura Elvira; Pasta, Tiziana; Gastaldi, Francesca Giovanna Maria; Longobardi, Claudio
Titel	The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficits on the Student-Teacher Relationship (Incidencia de Trastornos del Espectro Autista, Síndrome Down, Dificultades Específicas de Aprendizaje, y el TDAH en la Relación Alumno-Profesor)
Quelle	In: Electronic Journal of Research in Educational Psychology, 14 (2016) 1, S.89-106 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
DOI	10.14204/ejrep.38.15043
Schlagwörter	Autism; Pervasive Developmental Disorders; Down Syndrome; Learning Disabilities; Hyperactivity; Attention Deficit Disorders; Teacher Student Relationship; Comparative Analysis; Special Needs Students; Foreign Countries; Elementary School Students; Elementary School Teachers; Primary Education; Rating Scales; Measures (Individuals); Statistical Analysis; Correlation; Special Education; Italy; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Autismus; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Learning handicap; Lernbehinderung; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Teacher student relationships; Lehrer-Schüler-Beziehung; Sonderpädagogischer Förderbedarf; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Primarbereich; Rating-Skala; Messdaten; Statistische Analyse; Korrelation; Special needs education; Sonderpädagogik; Sonderschulwesen; Italien
Abstract	Introduction: Despite the clear relevance of the Student-teacher relationship, studies have rarely encompassed subjects with special education needs. Our study focused on the differences perceived by teachers in their relationships with these students. Method: We described the results obtained with different groups of children with special education needs: ASDs (N = 14), Down Syndrome (N = 18), Learning Disorders (N = 38) and children with hyperactive behaviors and attention deficits (N = 56). Results from each group were then compared with those obtained by children with typical development (N = 254). The teachers were asked to fill out the "Student-Teacher Relationship Scale" (STRS). Results: Our study found that the social bonds formed by children with special needs differ for at least one relational aspect from those formed by children taken from the Control Group, the sole exception being children with Down's Syndrome. Discussion and Conclusion: The Closeness dimension was hampered in the case of children who suffered from ASDs, attention deficits or hyperactive behaviors. Furthermore, the relationships with the latter group of children were characterized by a higher level of conflict and dependency. Children with Learning Disorders also suffered an increase in the dependency dimension. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01