Literaturnachweis - Detailanzeige
| Autor/inn/en | David, Ruffina; Kuyini, Ahmed Bawa |
|---|---|
| Titel | Social Inclusion: Teachers as Facilitators in Peer Acceptance of Students with Disabilities in Regular Classrooms in Tamil Nadu, India |
| Quelle | In: International Journal of Special Education, 27 (2012) 2, S.157-168 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0827-3383 |
| Schlagwörter | Disabilities; Inclusion; Self Efficacy; Student Attitudes; Social Status; Foreign Countries; Classroom Environment; Mainstreaming; Attitudes toward Disabilities; Interviews; Questionnaires; Teacher Attitudes; Classroom Techniques; Observation; Teacher Influence; Peer Relationship; Peer Acceptance; India |
| Abstract | This study examined the impact of classroom teachers' attitudes towards inclusive education, teachers' self-efficacy and classroom practices on the social status of students with disabilities in inclusive classrooms in Tamil Nadu, India. Questionnaires, interviews and classroom observations were employed to gather data. The data analysis included descriptive statistics and regression analysis. Findings showed that in the context of the Inter-group Contact Theory, teachers' classroom practices influenced the social status of students with disabilities in regular classrooms. The study's findings also showed that the social status of students with disabilities was similar to that of their peers without disabilities. The implication of these findings are that teachers can make a difference in the social inclusion experiences of students and that such inclusion may also allow for better school outcomes that are associated with increased peer interaction amongst students with and without disabilities. (Contains 3 tables and 2 figures.) (As Provided). |
| Anmerkungen | International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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