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Article: Peer Acceptance of Included Students with Disabilities as a Function of Severity of Disability and Classroom Composition.
- Article from:
- The Journal of Special Education
- Article date:
- March 22, 1999
- Author:
CopyrightCOPYRIGHT 1999 Pro-Ed. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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This preliminary study examined the effects of severity of disability and classroom composition on the peer acceptance of included students with disabilities. Two hundred eighty-five students, 44 of whom had disabilities, from 14 elementary classrooms in southern California constituted the sample. Twenty-nine students were rated by teachers as having no immediately noticeable, or mild, disabilities; 15 received ratings indicating immediately obvious, or severe, disabilities. Peer acceptance was measured by nominations from classmates regarding with whom they would most like to play and work, as well as with whom they actually played on a regular basis. Students were ...