Contextual factors influencing the sociability of preschool children with disabilities in integrated and segregated classrooms.: An article from: Exceptional Children
Book Description
This digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 22, 1997. The length of the article is 8247 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
Fr...
MoreThis digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 22, 1997. The length of the article is 8247 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.
From the author: This study compared the contextual classroom features of public school segregated classrooms and community-based integrated classrooms for preschool children with disabilities, examining the relations between classroom characteristics and child sociability. A total of 16 children were pair-matched and observed in their classrooms. Results showed that the contexts of the two classroom conditions were similar. Differences in child sociability were not found. Solitary play and antisocial behaviors were infrequently observed. The findings suggested a significant relationship between teacher verbal prompting and child sociability. Children were much more likely to talk to their peers when a verbal prompt was given. The study presented implications for the educational placements of preschool children.
Citation Details
Title: Contextual factors influencing the sociability of preschool children with disabilities in integrated and segregated classrooms.
Author: Joanne Curry Sontag
Publication: Exceptional Children (Refereed)
Date: March 22, 1997
Publisher: Council for Exceptional Children
Volume: v63 Issue: n3 Page: p389(16)
Distributed by Thomson Gale
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