Social acceptance of students with Down syndrome and students without disability

Educational Psychology

Volumn 36, Issue 8, 2016, Pages 1501-1515

  Schwab, Susanne ^a   Huber, Christian ^b   Gebhardt, Markus ^c  

^a BIELEFELD UNIVERSITY   (Germany)

^b UNIVERSITY OF POTSDAM   (Germany)

^c TECHNICAL UNIVERSITY OF MUNICH   (Germany)

Author keywords

disability; inclusion and exclusion; social acceptance

Indexed keywords

EID: 84935455721     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410.2015.1059924     Document Type: Article

References (59)

1. J.Allen, A.Gregory, A.Mikami, J.Lun, B.Hamre, & R.Pianta, (2013). Observations of effective teacher–student interactions in secondary school classrooms:Predicting student achievement with the classroom assessment scoring system – Secondary. School Psychology Review, 42, 76–98.
2. S.R.Asher, & J.D.Coie, (1990). Peer rejection in childhood. Cambridge Studies in Social and Emotional Development. Cambridge:Cambridge Univ. Press.
3. K.Baker, & M.Donelly, (2001). The social experiences of children with disability and the influence of environment:A framework for intervention. Disability & Society, 16, 71–85.
4. E.T.Baker, M.C.Wang, & H.J.Walberg, (1995). The effect of inclusion on learning. Educational Leadership, 52, 33–35.
5. S.Buckley, G.Bird, B.Sacks, & T.Archer, (2006). A comparison of mainstream and special education for teenagers with Down syndrome:Implications for parents and teachers. Down Syndrome Research and Practice, 9, 54–67.10.3104/research
6. G.Bunch, & A.Valeo, (2004). Student attitudes toward peers with disabilities in inclusive and special education schools. Disability & Society, 19, 61–76.
7. J.Campbell, L.Gilmore, & M.Cuskelly, (2003). Changing student teachers’ attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28, 369–379.10.1080/13668250310001616407
8. C.Carlberg, & K.Kavale, (1980). The efficacy of special versus regular class placement for exceptional children:A meta-analysis. The Journal of Special Education, 14, 295–309.10.1177/002246698001400304
9. L.Chang, (2003). Variable effects of children’s aggression, social withdrawal, and prosocial leadership as functions of teacher beliefs and behaviors. Child Development, 74, 535–548.10.1111/cdev.2003.74.issue-2
10. L.Chang, (2004). The role of classroom norms in contextualizing the relations of children’s social behaviors to peer acceptance. Developmental Psychology, 40, 691–702.10.1037/0012-1649.40.5.691
11. J.D.Coie, & K.A.Dodge, (1988). Multiple sources of data on social behavior and social status in the school:A cross-age comparison. Child Development, 59, 815–829.10.2307/1130578
12. A.De Boer, S.J.Pijl, A.Minnaert, & W.Post, (2014). Evaluating the effectiveness of an intervention program to influence attitudes of students towards peers with disabilities. Journal of Autism and Developmental Disorders, 44, 572–583.10.1007/s10803-013-1908-6
13. A.De Boer, S.J.Pijl, W.Post, & A.Minnaert, (2012). Peer acceptance and friendships of students with disabilities in regular education:The role of child, peer and classroom variables. Social Development, 22, 831–844.
14. R.S.Dessemontet, G.Bless, & D.Morin, (2012). Effects of inclusion on the academic achievement and adaptive behaviour of children with intellectual disabilities. Journal of Intellectual Disability Research, 56, 579–587.10.1111/jir.2012.56.issue-6
15. R.Doré, E.Dion, S.Wagner, & J.-P.Brunet, (2002). High school inclusion of adolescents with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 37, 253–261.
16. C.Enea-Drapeau, M.Carlier, & P.Huguet, (2012). Tracking subtle stereotypes of children with trisomy 21:From facial-feature-based to implicit stereotyping. PLoS One, 7, e34369. doi:10.1371/journal.pone.0034369
17. L.Eriksson, & M.Granlund, (2004). Perceived participation. A comparison of students with disabilities and students without disabilities. Scandinavian Journal of Disability Research, 6, 206–224.10.1080/15017410409512653
18. S.Feinman, (1992). Social referencing and conformity. In S.Feinman (Ed.), Social referencing and the social construction of reality in infancy (pp. 229–267). New York, NY:Plenum Press.10.1007/978-1-4899-2462-9
19. H.Gash, G.Gonzales, M.Pires, & C.Rault, (2000). Attitudes towards Down syndrome:A national comparative study in France, Ireland, Portugal and Spain. The Irish Journal of Psychology, 21, 203–214.10.1080/03033910.2000.10558253
20. L.Gasser, J.Chilver-Stainer, A.Buholzer, & P.Perrig-Chiello, (2012). Soziales und moralisches Denken von Kindern über den Ein- und Ausschluss behinderter Kinder [Children's social and moral reasoning about inclusion and exclusion of disabled children]. Zeitschrift für Pädagogische Psychologie, 26, 031–042.10.1024/1010-0652/a000058
21. M.Gebhardt, S.Schwab, H.Reicher, B.Ellmeier, S.Gmeiner, P.Rossmann, & B.Gasteiger-Klicpera, (2011). Einstellungen von LehrerInnen zur schulischen Integration von Kindern mit einem sonderpädagogischen Förderbedarf in Österreich [Teachers’ Attitudes Towards inclusive Education in Austria]. Empirische Sonderpädagogik, 4, 275–290.
22. L.Gilmore, J.Campbell, & M.Cuskelly, (2003). Developmental expectations, personality stereotypes, and attitudes towards inclusive education:Community and teacher views of down syndrome. International Journal of Disability, Development and Education, 50, 65–76.
23. M.J.Guralnick, M.A.Hammond, R.T.Connor, & B.Neville, (2006). Stability, change, and correlates of the peer relationships of young children with mild developmental delays. Child Development, 77, 312–324.10.1111/cdev.2006.77.issue-2
24. J.Hattie, & H.Timperley, (2007). The power of feedback. Review of Educational Research, 77, 81–112.10.3102/003465430298487
25. C.Huber, (2011). Soziale Referenzierungsprozesse und soziale Integration in der Schule [Teacher's feedback and social integration:Is there a link between social referencing theory and social integration in school]. Empirische Sonderpädagogik, 3, 20–36.
26. C.Huber, (2013). Der Einfluss von Lehrkraftfeedback auf die soziale Akzeptanz bei Grundschulkindern – eine experimentelle Studie zur Wirkung von sozialen Referenzierungsprozessen in Lerngruppen [Influence of teacher feedback on primary students social acceptance – an experimental study on effects of social reference processes in learning groups]. Heilpädagogische Forschung, 1, 14–25.
27. C.Huber, M.Gebhardt, & S.Schwab, (2015). Lehrkraftfeedback oder Spaß beim Spiel? Eine Experimentalstudie zum Einfluss von Lehrkraftfeedback auf die soziale Akzeptanz bei Grundschulkindern [Teacher feedback or fun playing games? An experimental study investigating the influence of teacher feedback on social acceptance in primary school]. Psychologie in Erziehung und Unterricht, 62, 51–64.
28. C.Huber, & J.Wilbert, (2012). Soziale Ausgrenzung von Schülern mit sonderpädagogischem Förderbedarf und niedrigen Schulleistungen im gemeinsamen Unterricht [Social exclusion of students with special educational needs and low academic achievement placed in general education classrooms]. Empirische Sonderpädagogik, 2, 147–165.
29. J.N.Hughes, M.H.Im, & S.E.Wehrly, (2014). Effect of peer nominations of teacher–student support at individual and classroom levels on social and academic outcomes. Journal of School Psychology, 52, 309–322.10.1016/j.jsp.2013.12.004
30. J.N.Hughes, & O.Kwok, (2006). Classroom engagement mediates the effect of teacher-student support on elementary students’ peer acceptance:A prospective analysis. Journal of School Psychology, 43, 465–480.10.1016/j.jsp.2005.10.001
31. A.Kalambouka, P.Farrell, A.Dyson, & I.Kaplan, (2007). The impact of placing pupils with special educational needs in mainstream schools on the achievement of their peers. Educational Research, 49, 365–382.10.1080/00131880701717222
32. R.E.Kleck, & W.DeJong, (1983). Physical disability, physical attractiveness, and social outcomes in children’s small groups. Rehabilitation Psychology, 28, 79–91.10.1037/h0090997
33. R.E.Kleck, S.A.Richardson, & L.Ronald, (1974). Physical appearance cues and interpersonal attraction in children. Child Development, 45, 305–310.10.2307/1127949
34. M.Koster, S.J.Pijl, E.van Houten, & H.Nakken, (2007). The social position and development of pupils with SEN in mainstream Dutch primary schools. European Journal of Special Needs Education, 22, 31–46.10.1080/08856250601082265
35. G.W.Ladd, S.H.Birch, & E.S.Buhs, (1999). Children's social and scholastic lives in kindergarten:Related spheres of influence? Child Development, 70, 1373–1400.
36. M.D.McAuliffe, J.A.Hubbard, & L.J.Romano, (2009). The role of teacher cognition and behavior in children’s peer relations. Journal of Abnormal Child Psychology, 37, 665–677.10.1007/s10802-009-9305-5
37. J.McDonnell, N.Thorson, S.Disher, C.Mathot-Buckner, J.Mendel, & L.Ray, (2003). The achievement of students with developmental disabilities and their peers without disabilities in inclusive settings:An explanatory study. Education and Treatment of Children, 26, 224–236.
38. S.H.Mercer, & M.E.DeRosier, (2008). Teacher preference, peer rejection, and student aggression:A prospective study of transactional influence and independent contributions to emotional adjustment and grades. Journal of School Psychology, 46, 661–685.10.1016/j.jsp.2008.06.006
39. A.Y.Mikami, A.Gregory, J.P.Allen, R.C.Pianta, & J.Lun, (2011). Effects of a teacher professional development intervention on peer relationships in secondary classrooms. School Psychology Review, 40, 367–385.
40. T.Moen, (2008). Inclusive educational practice:Results of an empirical study. Scandinavian Journal of Educational Research, 52, 59–75.10.1080/00313830701786628
41. A.F.Newcomb, W.M.Bukowski, & L.Pattee, (1993). Children's peer relations:A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99–128.10.1037/0033-2909.113.1.99
42. H.Petillon, (1978). Der unbeliebte Schüler. Theoretische Grundlagen, empirische Untersuchungen, pädagogische Möglichkeiten [The unliked pupil. Theoretical foundation, empirical research, pedagogical possibilities]. Braunschweig:Westermann.
43. S.J.Pijl, & P.Frostad, (2010). Peer acceptance and self-concept of students with disabilities in regular education. European Journal of Special Needs Education, 25, 93–105.10.1080/08856250903450947
44. J.D.Reinhardt, C.S.Ballert, B.Fellinghauer, A.Lötscher, F.Gradinger, R.Hilfiker, … G.Stucki, (2011). Visual perception and appraisal of persons with impairments:A randomised controlled field experiment using photo elicitation. Disability and Rehabilitation, 33, 441–452.10.3109/09638288.2010.500344
45. F.Rillotta, & T.Nettelbeck, (2007). Effects of an awareness program on attitudes of students without an intellectual disability towards persons with an intellectual disability. Journal of Intellectual & Developmental Disability, 32, 19–27.
46. C.Roberts, & P.Smith, (1999). Attitudes and behaviour of children toward peers with disabilities. International Journal of Disability, Development and Education, 46, 35–50.10.1080/103491299100713
47. N.Ruijs, T.Peetsma, & I.van der Veen, (2010). The presence of several students with special educational needs in inclusive education and the functioning of students with special educational needs. Educational Review, 62, 1–37.10.1080/00131910903469551
48. N.M.Ruijs, & T.T.D.Peetsma, (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4, 67–79.10.1016/j.edurev.2009.02.002
49. A.J.M.Scheepstra, H.Nakken, & S.J.Pijl, (1999). Contacts with classmates:The social position of pupils with Down’s syndrome in Dutch mainstream education. European Journal of Special Needs Education, 14, 212–220.10.1080/0885625990140303
50. S.Schwab, (2015). Einflussfaktoren auf die Einstellung von SchülerInnen gegenüber Peers mit unterschiedlichen Behinderungen [Determinants of students' attitudes towards peers with different kinds of disabilities]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 47(3), 1–11.
51. S.Schwab, M.G.P.Hessels, T.Obendrauf, M.C.Polanig, & L.Wölflingseder, (in press). Assessing special educational needs in Austria:Description of labeling practices and their evolution from 1996 to 2013. Journal of Cognitive Education and Psychology, 14.
52. S.Schwab, T.Tretter, & M.Gebhardt, (2014). Wie denken ÖsterreicherInnen über schulische Integration von Kindern mit sonderpädagogischem Förderbedarf? Entwicklung und Überprüfung eines fallbasierten Messinstrumentes [Construction and evaluation of a case-based instrument for the measurement of the attitude towards inclusive education]. VHN, 83, 20–32.
53. M.Serra, A.Lai, C.Buizza, R.Pioli, A.Preti, C.Masala, & D.R.Petretto, (2013). Beliefs and attitudes among Italian high school students toward people with severe mental disorders. The Journal of Nervous and Mental Disease, 201, 311–318.10.1097/NMD.0b013e318288e27f
54. G.N.Siperstein, J.Norins, & A.Mohler, (2007). Social acceptance and attitude change:Fifty years of research. In J.W.Jacobson, J.A.Mulick, & J.Rojahn (Eds.), Handbook of intellectual and developmental disabilities (pp. 133–154). New York, NY:Springer.10.1007/0-387-32931-5
55. A.R.Taylor, (1989). Predictors of peer rejection in early elementary grades:Roles of problem behavior, academic achievement, and teacher preference. Journal of Clinical Child Psychology, 18, 360–365.10.1207/s15374424jccp1804_10
56. M.C.Wang, & E.T.Baker, (1986). Mainstreaming programs:Design features and effects. Journal of Special Education, 19, 503–521.
57. K.J.White, & K.Jones, (2000). Effects of teacher feedback on the reputations and peer perceptions of children with behavior problems. Journal of Experimental Child Psychology, 76, 302–326.10.1006/jecp.1999.2552
58. K.J.White, & J.Kistner, (1992). The influence of teacher feedback on young children’s peer preferences and perceptions. Developmental Psychology, 28, 933–940.10.1037/0012-1649.28.5.933
59. H.Wocken, (2007). Fördert Förderschule? Eine empirische Rundreise durch Schulen für ‘optimale Förderung’ [Do special schools foster learning? An empirical journey through ‘optimally forstering’ schools]. In I.Demmer-Dieckmann & A.Textor (Eds.), Integrationsforschung und Bildungspolitik im Dialog [A dialogue between eesearch regarding inclusive education and policy] (pp. 35–59). Bad Heilbrunn:Klinkhardt.