Peer Interactions and Academic Engagement of Youth with Developmental Disabilities in Inclusive Middle and High School Classrooms

Autor/inn/en	Carter, Erik W.; Sisco, Lynn G.; Brown, Lissa; Brickham, Dana; Al-Khabbaz, Zainab A.
Titel	Peer Interactions and Academic Engagement of Youth with Developmental Disabilities in Inclusive Middle and High School Classrooms
Quelle	In: American Journal on Mental Retardation, 113 (2008) 6, S.479-494 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-8017
DOI	10.1352/2008.113:479-494
Schlagwörter	Small Group Instruction; Proximity; Elective Courses; Mental Retardation; Autism; Developmental Disabilities; Special Education Teachers; Classrooms; Peer Relationship; Interaction; Middle School Students; High School Students; Inclusive Schools; Mainstreaming; Classroom Environment; Classroom Techniques; Teacher Influence; Regular and Special Education Relationship; Student Participation + Suchen Sie Ihr Suchwort? Lebensnähe; Elective course; Wahlkurs; Geistige Behinderung; Autismus; Entwicklungsstörung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Classroom; Klassenraum; Peer-Beziehungen; Interaktion; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Inclusive school; Integrative Schule; Klassenklima; Unterrichtsklima; Klassenführung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	We examined the peer interactions and academic engagement of 23 middle and high school students with developmental disabilities within inclusive academic and elective classrooms. The extent to which students with and without disabilities interacted socially was highly variable and influenced by instructional format, the proximity of general and special educators, and curricular area. Peer interactions occurred more often within small group instructional formats, when students were not receiving direct support from a paraprofessional or special educator, and in elective courses. Academic engagement also varied, with higher levels evidenced during one-to-one or small group instruction and when in proximity of general or special educators. Implications for designing effective support strategies for students with autism and/or intellectual disability within general education classrooms are discussed. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaidd.allenpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10