Social Experiences of Children with Disabilities in Inclusive Portuguese Preschool Settings

Autor/inn/en	Ferreira, Milene; Aguiar, Cecília; Correia, Nadine; Fialho, Margarida; Pimentel, Júlia Serpa
Titel	Social Experiences of Children with Disabilities in Inclusive Portuguese Preschool Settings
Quelle	In: Journal of Early Intervention, 39 (2017) 1, S.33-50 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815116679414
Schlagwörter	Foreign Countries; Social Experience; Preschool Children; Disabilities; Inclusion; Friendship; Peer Acceptance; Social Networks; Preschool Teachers; Classification; Social Status; Intelligence Tests; Interpersonal Competence; Multiple Regression Analysis; Statistical Analysis; Portugal (Lisbon); Wechsler Preschool and Primary Scale of Intelligence; Social Skills Rating System + Suchen Sie Ihr Suchwort? Ausland; Soziale Erfahrung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Handicap; Behinderung; Inklusion; Freundschaft; Social network; Soziales Netzwerk; Erzieher; Erzieherin; Kindergärtnerin; Classification system; Klassifikation; Klassifikationssystem; Sozialer Status; Intelligence test; Intelligenztest; Interpersonale Kompetenz; Statistische Analyse
Abstract	Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers' awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal (M[subscript age] = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers' classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01