Literaturnachweis - Detailanzeige
| Autor/inn/en | Guralnick, Michael J.; und weitere |
|---|---|
| Titel | Immediate Effects of Mainstreamed Settings on the Social Interactions and Social Integration of Preschool Children. |
| Quelle | In: American Journal on Mental Retardation, 100 (1996) 4, S.359-77 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0895-8017 |
| Schlagwörter | Developmental Delays; Group Dynamics; Inclusive Schools; Interaction Process Analysis; Mainstreaming; Peer Acceptance; Peer Relationship; Play; Preschool Children; Preschool Education; Social Integration Entwicklungsverzögerung; Gruppendynamik; Inclusive school; Integrative Schule; Prozessanalyse; Peer-Beziehungen; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Integration |
| Abstract | This study compared peer interactions in 12 play groups of 6 preschool children each, containing either typically developing children, children with developmental delays, or both typical and delayed children. Results indicated higher levels of peer interactions in mainstreamed settings but a lack of full acceptance of children with delays by typically developing children. (DB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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