影响普通课堂轻度学业障碍儿童社会地位的因素。

IF 2.2 3区教育学 Q1 EDUCATION, SPECIAL

Exceptional Children Pub Date : 1993-12-01 DOI:10.1177/001440299305900303

C Roberts, S Zubrick

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引用次数: 81

摘要

本文讨论了一个社会地位模型的发展和评估，该模型对综合课堂中有轻度学业障碍和无轻度学业障碍的学生都有影响。本研究收集了来自同一普通小学班级的97名残疾学生和97名非残疾学生的同伴、教师和独立观察者与同伴社会地位相关的行为数据。通径分析显示，教师对融合的态度与残疾学生的社会地位无关。然而，教师对学业行为的认知、同伴对学业行为的认知以及同伴对破坏性行为的认知都与两组学生的社会地位有关。

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Factors influencing the social status of children with mild academic disabilities in regular classrooms.

This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.

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来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.