Social inclusion of children with complex needs in mainstream: does visibility and severity of disability matter?
Objectives: Many children with complex needs (CN) are now educated in mainstream schools with social inclusion as a primary aim. However, evidence for positive outcomes is inconclusive, and a range of factors have been implicated, including the visibility and severity of a child's disability and the...
| Publicado en: | International Journal of Developmental Disabilities Vol. 62; no. 2; pp. 89 - 98 |
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| Autores principales: | , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Apr2016
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=118198713&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 118198713 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 20473869 F2SP jtl: International Journal of Developmental Disabilities issn: 20473869 maglogo: N pubinfo: dt: Apr2016 vid: 62 iid: 2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 118198713 118198713 118198713 10.1179/2047387715Y.0000000011 118198713 ppf: 89 ppct: 9 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Social inclusion of children with complex needs in mainstream: does visibility and severity of disability matter? aug: au: Tuersley-Dixon, Louise Frederickson, Norah affil: Wigan Educational Psychology Service, Wigan, UK sug: subj: Social Inclusion Severity of Disability Mainstreaming (Education) Self Assessment Psychology, Educational Child Effect Size Descriptive Statistics Reliability and Validity Multivariate Analysis Multiple Regression Prospective Studies Comparative Studies Behavior Rating Scales Power Analysis Test-Retest Reliability Analysis of Variance Study Design Scales Surveys Child: 6-12 years ab: Objectives: Many children with complex needs (CN) are now educated in mainstream schools with social inclusion as a primary aim. However, evidence for positive outcomes is inconclusive, and a range of factors have been implicated, including the visibility and severity of a child's disability and the adequacy of support provided. Methods: This study assessed the social inclusion by 528 typical classmates of 20 children with CN attending mainstream schools supported by an outreach service. Sociometry was used to assess dimensions of social inclusion in relation to the visibility and severity of a child's disability. Results: Children with CN were found to have equivalent social inclusion to their mainstream classmates. Social acceptance was found to be associated with the visibility but not the severity of a child's disability. Conclusion: Visibility of disability may be important to consider when planning social inclusion support. Paradoxically, children with less visible disabilities may require greater social inclusion support than their peers with more obvious needs. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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