IEP-Specified Peer Interaction Needs: Accurate but Ignored
| Autor: | Joel Meyers, Robert M. Pruzek, Lynn M. Gelzheiser, Margaret McLane |
|---|---|
| Rok vydání: | 1998 |
| Předmět: |
Program evaluation
050103 clinical psychology Medical education Peer feedback Teaching method 05 social sciences 050301 education Special education Education Social integration Individualized Education Program Learning disability Pedagogy Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences Social competence medicine.symptom Psychology 0503 education |
| Zdroj: | Exceptional Children. 65:51-65 |
| ISSN: | 2163-5560 0014-4029 |
| DOI: | 10.1177/001440299806500104 |
| Popis: | This research addressed two questions about instruction to enhance the social competence of students with disabilities: (a) How adequate were individualized education program (IEP) statements of present level of functioning and goals related to peer interactions? and (b) How appropriate to pupil peer interaction needs and how extensive was instruction? Data sources included IEPs; observations of pupils and teachers in content area, special area, and special education settings; and interviews. Analysis indicated that the IEP accurately characterized peer interactions, but that instructional practices to foster peer interaction were not appropriate, and were provided only to a limited extent. General education settings were somewhat more likely than special education settings to foster peer interaction, providing support for claims that inclusion fosters social integration. |
| Databáze: | OpenAIRE |
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