Socially responsive classrooms for students with special educational needs and disabilities

被引：10
|
作者：
Mamas, Christoforos [1 ]
Daly, Alan J. [1 ]
Schaelli, Giovanna Hartmann [2 ]
机构：
[1] Univ Calif San Diego, Dept Educ Studies, Pepper Canyon Hall,9500 Gilman Dr, La Jolla, CA 92093 USA
[2] Univ Zurich, Inst Educ, Freiestr 36, CH-8032 Zurich, Switzerland
来源：
LEARNING CULTURE AND SOCIAL INTERACTION | 2019年 / 23卷
基金：
欧洲研究理事会;
关键词：
Peer relationships; Social support; Critical case study design; Grounded theory; Social network analysis; SPECTRUM DISORDERS; INCLUSION; CHILDREN; AUTISM; PARTICIPATION; INVOLVEMENT; ADOLESCENTS; COMMUNITY;
D O I：
10.1016/j.lcsi.2019.100334
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This mixed-methods study examined the social networks of students with special educational needs and disabilities (SEND) to understand how the degree of a socially responsive classroom may have an impact on the inclusion and participation of these students and their peers. A critical case study design grounded in social capital theory drove the study. Data were collected from two Grade 4 classrooms, where 41 students participated in the social network questionnaire and 31 students took part in semi-structured interviews. One of the two classrooms appeared to be more socially responsive and its results have indicated that SEND students were well connected to their classmates, were as popular and had as many friends as their non-SEND peers.
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页数：12
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