Supporting the Social Lives of Secondary Students with Severe Disabilities: Considerations for Effective Intervention

Autor/in	Carter, Erik W.
Titel	Supporting the Social Lives of Secondary Students with Severe Disabilities: Considerations for Effective Intervention
Quelle	In: Journal of Emotional and Behavioral Disorders, 26 (2018) 1, S.52-61 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-4799
DOI	10.1177/1063426617739253
Schlagwörter	Secondary School Students; Severe Disabilities; Intervention; Adolescents; Social Life; Peer Relationship; Social Networks; Intellectual Disability; Autism; Middle School Students; High School Students; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Sekundarschüler; Severe disability; Schwerbehinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Soziales Leben; Peer-Beziehungen; Social network; Soziales Netzwerk; Intellect; Disability; Disabilities; Verstand; Behinderung; Autismus; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	For adolescents with severe disabilities, efforts to enhance the social dimensions of schooling are widely advocated, yet rarely implemented. The peer interactions and relationships so critical to school success and individual well-being can be elusive for many students with intellectual disability, autism, and multiple disabilities. This article highlights promising approaches for enhancing the social lives of secondary students with severe disabilities. The author presents five areas of intervention for secondary schools: student-related factors, peer-related factors, support-related factors, opportunity-related factors, and context-related factors. Attention then turns to how various peer-mediated approaches--peer support arrangements, peer network interventions, and peer partner programs--can be drawn upon to address one or more of these important factors. Recommendations are offered for (a) implementing multicomponent interventions, (b) addressing fidelity in the context of individualized interventions, (c) measuring the social-related impact, (d) promoting changes in social outcomes that have widespread and long-term impact, and (e) encouraging schoolwide and sustained adoption of these approaches. (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