How Teachers Use Peer Interactions to Include Students with Moderate and Severe Disabilities in Elementary General Education Classes

Research and Practice for Persons with Severe Disabilities

Volumn 21, Issue 2, 1996, Pages 72-80

  Janney, Rachel E ^a   Snell, Martha E ^b  

^a RADFORD UNIVERSITY   (United States)

^b UNIVERSITY OF VIRGINIA   (United States)

Author keywords

ethnographic research; friendship; inclusion; nonhandicapped peers; peer relationships; social interaction

Indexed keywords

EID: 0002855572     PISSN: 15407969     EISSN: 21692408     Source Type: Journal    
DOI: 10.1177/154079699602100202     Document Type: Article

References (25)

1. Brady M. P. Shores R. E. McEvoy M. A. Ellis D. Fox J. (1987). Increasing social interactions of severely handicapped autistic children. Journal of Autism and Developmental Disorders, 17, 375–390.
2. Cole D. A. Meyer L. H. Vandercook T. McQuarter R. J. (1986). Interactions between peers with and without severe handicaps: Dynamics of teacher intervention. American Journal on Mental Deficiency, 91, 160–169.
3. Cole D. A. Vandercook T. Rynders J. (1988). Comparison of two peer interaction programs: Children with and without severe disabilities. American Educational Research Journal, 25, 415–439.
4. Evans I. M. Salisbury C. L. Palombaro M. M. Berryman J. Hollowood T. M. (1992). Peer interactions and social acceptance of elementary-age children with severe disabilities in an inclusive classroom. Journal of The Association for Persons with Severe Handicaps, 17, 205–212.
5. Fisher M. M. (1995). Putting supports in place: An examination of the effects of a support system for middle school students with severe disabilities. Doctoral dissertation, University of Virginia.
6. Forest M. Lusthaus E. (1989). Promoting educational equality for all students: Circles and maps. In Ed. Stainback S. Stainback W. Forest M. (Eds.), Educating all students in the mainstream of education (pp. 43–57). Baltimore: Paul H. Brookes.
7. Goldstein H. Wickstrom S. (1986). Peer intervention effects on communicative interaction among handicapped and nonhandicapped preschoolers. Journal of Applied Behavior Analysis, 19, 209–214.
8. Hall L. J. (1994). A descriptive assessment of social relationships in integrated classrooms. Journal of The Association for Persons with Severe Handicaps, 19, 302–313.
9. Hanline M. F. (1993). Inclusion of preschoolers with profound disabilities: An analysis of children's interactions. Journal of The Association for Persons with Severe Handicaps, 18, 28–35.
10. Haring T. G. Lovinger L. (1989). Promoting social interaction through teaching generalized play initiation responses to preschool children with autism. Journal of The Association for Persons with Severe Handicaps, 14, 58–67.
11. Helmstetter E. Peck C. A. Giangreco M. F. (1994). Outcomes of interactions with peers with moderate or severe disabilities: A statewide survey of high school students. Journal of The Association for Persons with Severe Handicaps, 19, 263–276.
12. Janney R. Snell M. (in press). How teachers include students with extensive disabilities in elementary classes: The means and meaning of inclusion.
13. Lord C. Hopkins J. M. (1986). The social behavior of autistic children with younger and same-age nonhandicapped peers. Journal of Autism and Developmental Disorders, 16, 249–262.
14. Kohn A. (1991). No contest: The case against competition. NY: Houghton Mifflin.
15. Meyer L. H. Fox A. Schermer A. Ketelsen D. Montan N. Maley K. Cole D. (1987). The effects of teacher intrusion on social play interactions between children with autism and their nonhandicapped peers. Journal of Autism and Developmental Disorders, 17, 315–332.
16. Meyer L. H. Putnam J. W. (1988). Social integration. In Ed. Van Hasselt V. B. Strain P. S. Hereon M. (Eds.), Handbook of developmental and physical disabilities (pp. 107–133). Elmsford, NY: Pergamon Press.
17. Odom S. L. Strain P. S. (1986). A comparison of peer-initiation and teacher-antecedent interventions for promoting reciprocal social interaction of autistic preschoolers. Journal of Applied Behavior Analysis, 19, 59–71.
18. Patton M. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage Publications.
19. Putnam (1993).
20. Salisbury C. Gallucci C. Palombaro M. Peck C. (1995). Strategies that promote social relations among elementary students with and without severe disabilities in inclusive schools. Exceptional Children, 62, 125–137.
21. Salisbury C. L. Palombaro M. M. Hollowood T. M. (1993). On the nature and change of an inclusive elementary school. Journal of The Association for Persons with Severe Handicaps, 18, 75–84.
22. Sapon-Shevin M. (1992). Celebrating diversity, creating community. In Ed. Stainback S. Stainback W. (Eds.), Curriculum considerations in inclusive classrooms (pp. 19–36). Baltimore: Paul H. Brooks.
23. Solomon D. Schaps E. Watson M. Battistich V. (1992). Creating caring school and classroom communities for all students. In Ed. Villa R. Thousand J. S. Stainback W. Stainback S. (Eds.), Restructuring for caring and effective education (pp. 41–60). Baltimore: Paul H. Brookes.
24. Staub D. Schwartz I. S. Gallucci C. Peck C. A. (1994). Four portraits of friendship at an inclusive school. Journal of The Association for Persons with Severe Handicaps, 19, 314–325.
25. Van der Klift E. Kunc N. (1994). Beyond benevolence: Friendship and the politics of help. In Ed. Thousand J. S. Villa R. A. Nevin A. I. (Eds.), Creativity and collaborative learning (pp. 391–401). Baltimore: Paul H. Brookes.