I Agree to Sit Next to You. Does That Mean I Like You? Measuring Using the Wrong Tapeline--The Lack of 'Social Distance' Measures for Inclusive School Development and Research--A Review of the Literature

Autor/inn/en	Gerullis, Anita; Huber, Christian
Titel	I Agree to Sit Next to You. Does That Mean I Like You? Measuring Using the Wrong Tapeline--The Lack of 'Social Distance' Measures for Inclusive School Development and Research--A Review of the Literature
Quelle	In: Journal of Research in Special Educational Needs, 18 (2018) 2, S.124-135 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12399
Schlagwörter	Inclusion; Special Needs Students; Social Distance; Student Attitudes; Attitudes toward Disabilities; Questionnaires; Attitude Measures; Models; Peer Relationship; Bogardus Social Distance Scale + Suchen Sie Ihr Suchwort? Inklusion; Sonderpädagogischer Förderbedarf; Schülerverhalten; Fragebogen; Analogiemodell; Peer-Beziehungen
Abstract	This review provides an overview of definitions and measurements of 'Social Distance' and attitudes children without disabilities carry towards children with disabilities. Measures include explicit and implicit approaches but clearly, the 'Bogardus Social Distance Scale' ("A Social Distance Scale," 1933, 14 May 2014) is the most used scale in research, yet it is outdated. For a deeper look into what impacts children's 'Social Distance' in inclusive school settings and in order to find measurable constructs, relevant attitude questionnaires are discussed. To bring long-used measures and attitudes together, a comprehensive model of 'Social distance' is introduced. This model integrates the classical view on 'Social Distance' as interaction willingness with feelings associated with this interaction and includes attitudes children carry towards individuals and towards the group the interaction partner is believed to belong to. In summary, this paper shows the need for a more comprehensive and precise measure on how school children really engage with one another. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01