Friendships and Social Acceptance of Portuguese Children with Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage

Autor/inn/en	Ferreira, Milene; Aguiar, Cecília; Correia, Nadine; Fialho, Margarida; Pimentel, Júlia Serpa
Titel	Friendships and Social Acceptance of Portuguese Children with Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage
Quelle	In: Topics in Early Childhood Special Education, 39 (2019) 3, S.183-195 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419864419
Schlagwörter	Friendship; Peer Acceptance; Students with Disabilities; Classroom Environment; Early Childhood Education; Educational Quality; Speech Skills; Interpersonal Competence; Foreign Countries; Inclusion; Language Impairments; Behavior Problems; Attendance; Teacher Student Relationship; Early Childhood Teachers; Cognitive Development; Intelligence Tests; Young Children; Portugal (Lisbon); Wechsler Preschool and Primary Scale of Intelligence; Social Skills Rating System; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Freundschaft; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Klassenklima; Unterrichtsklima; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Mündliche Leistung; Sprachfertigkeit; Interpersonale Kompetenz; Ausland; Inklusion; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Anwesenheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Kognitive Entwicklung; Intelligence test; Intelligenztest
Abstract	Positive social experiences with peers are important for children with disabilities attending inclusive early childhood education (ECE). This study investigated the associations between classroom quality; children's verbal, social, and behavioral skills; and the friendships and social acceptance of children with disabilities, while testing the moderating effects of ECE dosage. Eighty-six children with disabilities (63 boys; M[subscript age] = 67.53 years, SD = 10.54 years), attending 86 inclusive ECE classrooms from the Metropolitan Area of Lisbon, Portugal, participated in the study. We found no effects of classroom quality on children's social acceptance and friendships and ECE dosage did not moderate this association. However, ECE dosage moderated the association between children's individual skills and their social acceptance and friendships. Findings suggest that more time in ECE is not enough to support children's social acceptance, particularly for children with increased language and behavioral difficulties, who likely require more intensive and individualized interventions to support their peer-related social experiences. (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