Using Preferred Interests to Model Social Skills in a Peer-Mentored Environment for Students with Special Educational Needs

Autor/inn/en	Smith, Aoife; Prendeville, Paula; Kinsella, William
Titel	Using Preferred Interests to Model Social Skills in a Peer-Mentored Environment for Students with Special Educational Needs
Quelle	In: International Journal of Inclusive Education, 22 (2018) 8, S.921-935 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Smith, Aoife) ORCID (Prendeville, Paula)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1412516
Schlagwörter	Modeling (Psychology); Interpersonal Competence; Peer Teaching; Mentors; Special Education; Inclusion; Peer Relationship; Clubs; Skill Development; Special Needs Students; Information Technology; Leadership Qualities; Program Effectiveness; Friendship; Disabilities; Case Studies; Qualitative Research; Semi Structured Interviews; Student Attitudes; Foreign Countries; Secondary School Students; Ireland + Suchen Sie Ihr Suchwort? Modeling; Modelling; Modellierung; Interpersonale Kompetenz; Peer group teaching; Peer Group Teaching; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Peer-Beziehungen; Club; Klub; Kompetenzentwicklung; Qualifikationsentwicklung; Sonderpädagogischer Förderbedarf; Informationstechnologie; Führungseigenschaft; Freundschaft; Handicap; Behinderung; Case study; Fallstudie; Case Study; Qualitative Forschung; Schülerverhalten; Ausland; Sekundarschüler; Irland
Abstract	This study explored the benefits of using preferred interests to model social skills in a peer-mentored environment for students with special educational needs (SEN). Research suggests that in order for true inclusion to take place, students must participate socially with their peers, outside the classroom space. However, funding and availability of resources are the main barriers to inclusion being fully implemented in Irish schools. This research sought to assess how a peer-mentored social skills club could facilitate an inexpensive approach of including students with SEN, outside the classroom. The group agreed on a technology-based club. Senior students were encouraged to take a lead role in the organisation and participation of the group and to support junior students via modelling of good social and leadership skills. Results revealed that students with SEN reported that a social group facilitated them to make new friendships while also allowing them to develop their social skills. The findings suggest that the addition of a student without an SEN, who took a lead role in this group, had a positive effect on this club and facilitated the inclusion of students with SEN into the wider school environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01