Classroom Quality and Social Acceptance of Preschoolers with Disabilities

Autor/inn/en	Aguiar, Cecilia; Moiteiro, Ana Rita; Pimentel, Julia Serpa
Titel	Classroom Quality and Social Acceptance of Preschoolers with Disabilities
Quelle	In: Infants and Young Children, 23 (2010) 1, S.34-41 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
Schlagwörter	Age Differences; Disabilities; Peer Acceptance; Peer Relationship; Preschool Children; Foreign Countries; Inclusive Schools; Classroom Environment; Educational Quality; Mainstreaming; Severity (of Disability); Portugal (Lisbon) + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Handicap; Behinderung; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Inclusive school; Integrative Schule; Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität; Schweregrad
Abstract	This study was designed to investigate the association of quality of Portuguese inclusive preschool classrooms with the social acceptance of children with disabilities. Sixty-four inclusive preschool classrooms from 28 randomly selected school groups from the district of Lisbon participated in this study. Classroom quality was not associated with children's social acceptance peer ratings. Only target children's chronological age and severity of disability predicted social acceptance outcomes, with peers without disabilities attributing higher social acceptance scores to younger children and children with more severe limitations. Findings suggest the need to improve the quality of Portuguese preschool classrooms, namely, features of adult-child relationships and the degree of individualization, up to a level likely to exert a positive influence on children's social outcomes. Child predictors of social acceptance are discussed within a peer culture perspective. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: customerservice@lww.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10