Literaturnachweis - Detailanzeige
| Autor/in | Sontag, Joanne Curry |
|---|---|
| Titel | Contextual Factors Influencing the Sociability of Preschool Children with Disabilities in Integrated and Segregated Classrooms. |
| Quelle | In: Exceptional Children, 63 (1997) 3, S.389-404Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0014-4029 |
| Schlagwörter | Classroom Environment; Disabilities; Inclusive Schools; Interpersonal Competence; Peer Relationship; Preschool Children; Preschool Education; Social Integration; Special Classes; Teacher Influence Klassenklima; Unterrichtsklima; Handicap; Behinderung; Inclusive school; Integrative Schule; Interpersonale Kompetenz; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Integration; Special class; Sonderklasse |
| Abstract | This study compared the contextual classroom features of public school segregated classrooms and community-based integrated classrooms for 16 preschool children with disabilities, by examining the relations between classroom characteristics and child sociability. The two classroom contexts were found to be similar, with no differences in child sociability; however, a significant relationship between teacher verbal prompting and child sociability was found. (Author/DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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