Literaturnachweis - Detailanzeige
| Autor/inn/en | Leigers, Kelly; Kleinert, Harold L.; Carter, Erik W. |
|---|---|
| Titel | "I Never Truly Thought about Them Having Friends": Equipping Schools to Foster Peer Relationships |
| Quelle | In: Rural Special Education Quarterly, 36 (2017) 2, S.73-83 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870517707711 |
| Schlagwörter | Peer Relationship; Friendship; Social Support Groups; Inclusion; Phenomenology; Qualitative Research; Intervention; Participant Satisfaction; Performance Factors; Severe Disabilities; Peer Mediation; Semi Structured Interviews; Special Education Teachers; Parent Attitudes; Social Networks; Secondary Education; Capacity Building; Interpersonal Competence; Kentucky Peer-Beziehungen; Freundschaft; Social support; Soziale Unterstützung; Inklusion; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Leistungsindikator; Severe disability; Schwerbehinderung; Peer Group; Mediation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Elternverhalten; Social network; Soziales Netzwerk; Sekundarbereich; Interpersonale Kompetenz |
| Abstract | Students with severe disabilities often experience limited social participation and few friendships at school. We describe a project to equip school teams to implement peer support arrangements and peer networks focused on friendships, inclusion, and learning. We adopted a phenomenological qualitative approach to learn how participants viewed these interventions within their schools, issues emerging during implementation, and the impact of these interventions. We discuss themes surrounding (a) the impact of the context and structure of the school on implementation, (b) participants' views on professional development related to these interventions, and (c) impact on students, peers, and the broader school community. (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 | 2020/1/01 |
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