Comparison of Mediation between Paraprofessionals and Individuals with Intellectual Disability: Vocational Rehabilitation Centres versus Special Education Schools

Autor/inn/en	Lifshitz, Hefziba; Klein, Pnina S.
Titel	Comparison of Mediation between Paraprofessionals and Individuals with Intellectual Disability: Vocational Rehabilitation Centres versus Special Education Schools
Quelle	In: European Journal of Special Needs Education, 22 (2007) 4, S.459-470 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
Schlagwörter	Paraprofessional Personnel; Mental Retardation; Vocational Rehabilitation; Special Education; Special Schools; Interpersonal Relationship; Interaction; Intervention; Adolescents; Adults; Negative Attitudes; Attitudes toward Disabilities; Conflict Resolution; Foreign Countries; Teaching Methods; Context Effect; Israel + Suchen Sie Ihr Suchwort? Laienhelfer; Geistige Behinderung; Berufliche Rehabilitation; Special needs education; Sonderpädagogik; Sonderschulwesen; Special school; Sonderschule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Negative Fixierung; Conflict solving; Konfliktlösung; Konfliktregelung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The applicability of Klein's "Mediational intervention for sensitizing caregivers" (MISC) to adolescents and adults with intellectual disability (ID) was examined, and the quality of paraprofessionals' interactions with these populations in special education schools and in vocational rehabilitation centres was compared. Interactions were video taped and coded. The findings support the MISC suitability for adolescents and adults with ID, but demonstrate significant differences between facilities. Opportunities for choice making, expanding and encouraging with explanation were observed more at the schools, whereas mediation of verbal instructions and physical assistance were observed more in the centres. Negative attitudes of staff towards modifiability of adult persons with ID may be a possible explanation. (Contains 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10