37 research outputs found
Peer relations with disabilities: A research design to test the effectiveness of an educational intervention to promote social acceptance of kindergarten students with disabilities and their peers’ attitudes
No full textChildren with disabilities often experience difficulties in their social participation within inclusive classrooms and interventions are needed to combat this problem. This poster describes the research design of a quasi-experimental study in which we will examine the effectiveness of an educational program for kindergarten students to promote the social participation of children with disabilities and the attitudes of their typically developing peers. Underlying processes that result in attitude change will be investigated as well
Everybody belongs: An educational intervention to promote social participation of kindergarten students with disabilities
No full textTeachers' views on the acceptability and feasibility of a disability awareness program
No full textStudents with disabilities often experience difficulties in their social participation within regular classrooms (e.g., Koster, Pijl, Nakken & Van Houten, 2010). As the social participation of children with disabilities does not always occur spontaneously (e.g., Guralnick, Gottman, & Hammond, 1996), teachers play an importing role in promoting positive contact between students with and without disabilities. In the Netherlands, no theoretically underpinned interventions exist aiming at promoting the social participation of students with disabilities. As negative attitudes among kindergarten students have been established in research, as well as poor social participation at older age, there is a need for an intervention program promoting the social participation. Therefore, an adaptation of the ‘Making Friends’ program (Favazza, Ostrosky, & Mouzourou, 2016) has been made, resulting in a Dutch disability awareness programme for regular kindergarten classes called ‘Everybody belongs!’ (Rademaker, De Boer, Kupers, & Minnaert, 2017). This intervention program is based on the Contact Theory (Allport, 1954) and includes an information component and a contact component. The intervention uses digitally animated storybooks about a character with a disability and guided discussions to teach students more about disabilities. Moreover, cooperative learning groups are used to promote the quality of contact within the classroom. So far, the focus in research has mainly been on the effectiveness of interventions. However, effectiveness may not be only the only requirement for an intervention to promote the social participation of students with disabilities. Interventions that are socially significant, acceptable, and feasible are more likely to succeed, as they also promote sustained use and treatment integrity (Boardman, Arguelles, Vaughn, Hughes, & Klingner, 2005). It is therefore important to develop interventions which teachers are likely to use (Carter & Pesko, 2008). This presentation will discuss some preliminary results of the program ‘Everybody belongs!’ Currently, ‘Everybody belongs!’ is being implemented in the Netherlands. After performing the intervention program, teachers were asked about their experiences, especially with regard to feasibility, acceptability and treatment integrity (N= 8). Their views will be presented at this symposium. Moreover, we will elaborate on the outline of the program and the study-design (including the measures, i.e., acceptance, friendships, empathy)
Step by Step:Promoting the Social Participation of Kindergarten Students with Disabilities
Get PDFInclusive education aims for equal academic and social opportunities for students with disabilities. Unfortunately, in practice, the social participation of these students lags behind, partly due to negative attitudes from classmates. The objective of this dissertation was to develop a theoretically underpinned and socially valid educational intervention to enhance the social participation of young students with disabilities and improve the attitudes of their peers.To achieve this goal, the intervention "Everyone Belongs!" was (further) developed. This intervention combines reading picture books about disabilities and subsequent group discussions with cooperative learning groups. “Everyone belongs!” is theoretically embedded in the Contact Theory, which deems both contact and information essential for promoting social participation. The utility of these intervention components in inclusive education was affirmed through a systematic literature review.In the developmental phase, a social validity assessment indicated that kindergarten teachers were predominantly positive about "Everyone Belongs!". They also suggested some improvements such as including a preparatory training for teachers. Following adjustments, the effects were examined. The quasi-experimental effect study revealed that 30% of the students with disabilities significantly increased social playtime post-intervention, compared to 12.5% in the control group. While no positive effects were found regarding acceptance or self-declared friendships by peers, "Everyone Belongs!" did have a softening effect on their attitudes. The dissertation confirms the applicability of the Contact Theory in inclusive education and advocates for the permanent integration of such interventions into the curriculum
Everybody belongs:An educational intervention to promote social participation of kindergarten students with disabilities
No full textPeer relations with disabilities:A research design to test the effectiveness of an educational intervention to promote social acceptance of kindergarten students with disabilities and their peers’ attitudes
No full textChildren with disabilities often experience difficulties in their social participation within inclusive classrooms and interventions are needed to combat this problem. This poster describes the research design of a quasi-experimental study in which we will examine the effectiveness of an educational program for kindergarten students to promote the social participation of children with disabilities and the attitudes of their typically developing peers. Underlying processes that result in attitude change will be investigated as well
Peer relations with disabilities:A research design to test the effectiveness of an educational intervention to promote social acceptance of kindergarten students with disabilities and their peers’ attitudes
No full textChildren with disabilities often experience difficulties in their social participation within inclusive classrooms and interventions are needed to combat this problem. This poster describes the research design of a quasi-experimental study in which we will examine the effectiveness of an educational program for kindergarten students to promote the social participation of children with disabilities and the attitudes of their typically developing peers. Underlying processes that result in attitude change will be investigated as well
