Examining the Importance of Social Relationships and Social Contexts in the Lives of Children with High-Incidence Disabilities

Autor/inn/en	Murray, Christopher; Greenberg, Mark T.
Titel	Examining the Importance of Social Relationships and Social Contexts in the Lives of Children with High-Incidence Disabilities
Quelle	In: Journal of Special Education, 39 (2006) 4, S.220-233 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
Schlagwörter	Neighborhoods; Learning Disabilities; Behavior Disorders; Inclusive Schools; Interpersonal Relationship; Peer Relationship; Teacher Student Relationship; Parent Child Relationship; Social Adjustment; Emotional Adjustment; Student Behavior; Student Adjustment; Grade 5; Grade 6; Special Education; Emotional Disturbances; Mild Mental Retardation; Special Needs Students; Correlation; Student Attitudes; School Attitudes + Suchen Sie Ihr Suchwort? Neighbourhoods; Nachbarschaft; Learning handicap; Lernbehinderung; Inclusive school; Integrative Schule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Soziale Anpassung; Emotionale Anpassung; Student behaviour; Schülerverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Special needs education; Sonderpädagogik; Sonderschulwesen; Gefühlsstörung; Sonderpädagogischer Förderbedarf; Korrelation
Abstract	In this investigation, the authors examined the perceptions children had of their relationships with parents, peers, and teachers; their bonds with schools and neighborhoods; and their social, behavioral, and emotional adjustment. Participants were 96 students in the fifth and sixth grades who were receiving special education services for learning disabilities (n = 40), emotional and behavioral disorders (n = 18), mild mental retardation (n = 18), and other health impairments (n = 20). Findings indicated that both positive and negative aspects of these children's relationships and bonds were associated with social, behavioral, and emotional adjustment. Furthermore, different aspects of these relationships and bonds were differentially associated with adjustment variables. These findings suggest that it is important to consider how social relationships and social contexts relate to the adjustment and functioning of children with high-incidence disabilities. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10