Literaturnachweis - Detailanzeige
| Autor/inn/en | Helf, Shawnna; Leach, Debra |
|---|---|
| Titel | Inclusive Book Club: Perspectives of Undergraduate Participants |
| Quelle | In: Journal of the American Academy of Special Education Professionals, (2020), S.77-83 (7 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2325-7466 |
| Schlagwörter | Undergraduate Students; Student Attitudes; Students with Disabilities; Attitudes toward Disabilities; Intellectual Disability; Developmental Disabilities; Clubs; Books; Attitude Change; Program Effectiveness; Training |
| Abstract | We examined undergraduate students' perceptions of peers with intellectual and developmental disabilities (I/DD) before and after participating in an inclusive book club on the college campus. Over a six-week period, undergraduate students and students with I/DD enrolled in the post-secondary education program at the university engaged in an inclusive book club that involved coming together once a week for an hour to discuss a piece of literature. Results indicate that the perceptions of the undergraduate students changed as a result of their participation in the book club. Although, prior to the onset of the study, the undergraduates predicted that the students with I/DD would have difficulty with comprehension and participation, at the end of the study they reported that the students with I/DD did not have the difficulties they predicted and were able to successfully participate and contribute to discussions during each book club meeting. Implications of the findings for K-12 learning environments and post-secondary inclusive programs are provided. (As Provided). |
| Anmerkungen | American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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