Author :
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ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (934 download)
Book Synopsis Social Acceptance of Students with Significant Disabilities by General Education Peers in Inclusive Elementary School Settings by :
Download or read book Social Acceptance of Students with Significant Disabilities by General Education Peers in Inclusive Elementary School Settings written by and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The inclusive experiences of students with significant disabilities vary, ranging from the amount of time spent in the general education classroom to the type of support arrangement provided. While placement in the general education classroom is often considered a necessary element of inclusion, such placement does not guarantee full participation. Fostering social connectedness and meaningful participation is essential to the success of inclusive educational programming. Such belonging is also partially dependent on the treatment of students with significant disabilities by general education peers who are selective in determining classmates with whom to interact or form relationships. The current study quantitatively evaluates the relationship between various factors (e.g., support arrangement, staff disposition, time included) and the social acceptance of students with significant disabilities by their peers at the elementary level. Findings suggest that students with significant disabilities who are assigned a paraprofessional as their primary support experience "average" social acceptance by their peers. Average social acceptance index ratings indicate students with significant disabilities who are assigned a paraprofessional have lower social acceptance than those with other support arrangements, including co-teaching and consulting teacher. Results also demonstrate a small negative association between the amount of time a student spends in the general education classroom (i.e., "level of exposure") and the level of social acceptance by peers. Most associations between educational professional's attitudes towards the focus students and the amount of time that they are included with their general education peers were not significant, however there was a moderate strength positive association between general educators' feelings of attachment to the student with a disability and the time the student was included in the general education classroom, as well as a significant, strong, negative association between general educators' level of indifference toward the student and the amount of time that he is she was included. Practical implications and suggestions for future research are discussed