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problem 2. Inclusive education (social skills (interventions (social…
problem 2. Inclusive education
social skills
peers
limited acceptance
regular students
friendship with 30% of students with learning disabilities
75% have lower social skills
self-perception
80% deficient in non-verbal and social problem solving
parents perceived less social deficits
no differences between LD & low achieving students
interventions
improvement in social skills even without interventions
limited benefit
skills learnt in class not always applicable
social skills training
+8 percentile rank improvement
short term
inclusion
clear instructions
frequent monitorting
toleration
special education needs children in normal classrooms
Self concept
multidimensional
academic self concept
lower for 70% of LD
perspectives
2) social comparison
based on peer reference group
neither supported, but have to look individuals!
1) stigmatisation
low self concept if segregation
only difference
between self-contained & placement in regular school
global self concept
high, due to being in non-academic domains
interventions
middle & high school
counselling
mixed findings about self-concept
elementary shcool
academic oriented intervention
better
friendship
even 1 friend helps with self-worth
percentages
96% > 1 best friend
67% > 6 friends
40% average social status
LD students are less accepted by peers
boys are less affected
text
Link Title
child-related character - unrelated
mean class attitude - important!
teacher assistance - negatively related
*
Girls
type of disorders - not related
unlike boys
individual attitudes DO matter
social problems >> less acceptance
lack of data for teacher assistance
only teacher assistant = related
implication
class activities should focus more on commonalities!
Social networks
perceive themselves as full members
low acceptance
can form friendship with non-LD
affiliation to antisocial groups
even if not accepted, still group affiliation
implication
take personal choice into account
social cognitive mapping
Ruijs article
empirical
achivements
mainly positieve/neutral results
limitation
no control group
different between study designs
only included moderate special need students
Results
inclusion = slightly positive
socio-emotional effects : many studies don't find a difference
for regular students : inclusion = positive /neutral
fewer prejudice
more positive attitude
more tolerance
sociopolitical
inclusion = human right