The Relationship between Class Attitudes towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools

Autor/in	Petry, Katja
Titel	The Relationship between Class Attitudes towards Peers with a Disability and Peer Acceptance, Friendships and Peer Interactions of Students with a Disability in Regular Secondary Schools
Quelle	In: European Journal of Special Needs Education, 33 (2018) 2, S.254-268 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2018.1424782
Schlagwörter	Peer Acceptance; Peer Relationship; Friendship; Attitudes toward Disabilities; Classroom Environment; Pervasive Developmental Disorders; Autism; Sensory Aids; Social Integration; Grade 7; Likert Scales; Sociometric Techniques; Longitudinal Studies; Student Attitudes; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Freundschaft; Klassenklima; Unterrichtsklima; Autismus; Sinnesreiz; Soziale Integration; School year 07; 7. Schuljahr; Schuljahr 07; Likert-Skala; Soziometrie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Ausland; Belgien
Abstract	Students with a disability in inclusive classes often face problems with peer acceptance, friendships and peer interactions. In this paper, the relationship between these difficulties in social participation and the attitudes that typically developing adolescents hold towards peers with a disability at the level of the class was explored. A cross-sectional study was performed involving 1866 typically developing peers, 86 children with autism spectrum disorder (ASD) and 61 children with sensory and/or motor limitations (FYS) in their first year of secondary education. Results showed that students with ASD as well as students with FYS were less accepted by peers, had fewer reciprocal friendships and were less engaged in peer interactions than their typically developing peers. The attitudes of typically developing adolescents towards their peers with a disability at the level of the class were neutral. The relationship between class attitudes and peer acceptance, friendships and peer interactions of students with ASD and FYS was moderated by type of disability. For adolescents with FYS, a significant positive relationship was found; for adolescents with ASD, no significant relationship was detected. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01