Classmates with Disabilities and Students' Noncognitive Outcomes

Autor/in	Gottfried, Michael A.
Titel	Classmates with Disabilities and Students' Noncognitive Outcomes
Quelle	In: Educational Evaluation and Policy Analysis, 36 (2014) 1, S.20-43 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373713493130
Schlagwörter	Disabilities; Mainstreaming; Peer Influence; Peer Relationship; Quasiexperimental Design; Elementary School Students; Regular and Special Education Relationship; Behavior Problems; Self Control; Interpersonal Competence; Study Habits; Federal Legislation; Educational Legislation; Symptoms (Individual Disorders); Classification; Research Methodology; Longitudinal Studies; Kindergarten; Grade 1; Student Characteristics; Teacher Characteristics; Classroom Environment; Institutional Characteristics; Regression (Statistics) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Peer-Beziehungen; Selbstbeherrschung; Interpersonale Kompetenz; Study behavior; Study behaviour; Studienverhalten; Bundesrecht; Bildungsrecht; Schulgesetz; Psychiatrische Symptomatik; Classification system; Klassifikation; Klassifikationssystem; Research method; Forschungsmethode; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; Klassenklima; Unterrichtsklima; Regression; Regressionsanalyse
Abstract	The increasing trend of placing students with disabilities in general education classrooms has raised questions among researchers, policymakers, practitioners, and parents about classmate peer effects on all students. However, little is known about the peer effects of classmates with disabilities on the outcomes of other students in the classroom; no research has evaluated these peer effects on other students' noncognitive outcomes though they are highly predictive of schooling and lifelong success. The purpose of this study is to fill this research gap by using quasi-experimental methods on a nationally representative data set (i.e., Early Childhood Longitudinal Study-Kindergarten Class) of elementary school students to examine the peer effects of classmates with disabilities on five noncognitive scales for classmates without disabilities. The findings indicate that students with a greater number of classmates with disabilities have higher externalizing and internalizing behavioral problems and lower frequencies of self-control, approaches to learning, and interpersonal skills. The findings are differentiated by disability category of a student's classmates and are moderated by individual and contextual factors. Implications for policy and practice are addressed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10