Social Acceptance of Students with Down Syndrome and Students without Disability

Autor/inn/en	Schwab, Susanne; Huber, Christian; Gebhardt, Markus
Titel	Social Acceptance of Students with Down Syndrome and Students without Disability
Quelle	In: Educational Psychology, 36 (2016) 8, S.1501-1515 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2015.1059924
Schlagwörter	Peer Acceptance; Down Syndrome; Intellectual Disability; Grade 3; Grade 4; Elementary School Students; Simulated Environment; Teacher Attitudes; Feedback (Response); Peer Relationship; Social Attitudes; Student Attitudes; Foreign Countries; Photography; Multivariate Analysis; Germany + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Intellect; Disability; Disabilities; Verstand; Behinderung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Künstliche Umwelt; Lehrerverhalten; Peer-Beziehungen; Social attidude; Soziale Einstellung; Schülerverhalten; Ausland; Fotografie; Multivariate Analyse; Deutschland
Abstract	We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to "new" virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01