Increasing Peer Interactions for Students with Behavioral Disorders via Paraprofessional Training
| Autor: | Julie Causton-Theoharis, Kimber W. Malmgren, Beverly J. Trezek |
|---|---|
| Rok vydání: | 2005 |
| Předmět: |
050103 clinical psychology
05 social sciences 050301 education Special needs Academic achievement Special education Social relation Education Developmental psychology Clinical Psychology Interpersonal relationship Learning development Developmental and Educational Psychology 0501 psychology and cognitive sciences Social competence Psychology 0503 education Inclusion (education) Social psychology |
| Zdroj: | Behavioral Disorders. 31:95-106 |
| ISSN: | 2163-5307 0198-7429 |
| DOI: | 10.1177/019874290503100105 |
| Popis: | In recent years, the number of students with disabilities who are served primarily in general education classrooms has been on the rise (U.S. Department of Education, 2002). In the most recent National Report to Congress, the U.S. Department of Education reported that almost half of all school-age children receiving special education services are served in general education settings for at least 89% of the school day. Although the original goals of including students with disabilities in general education classrooms centered on increasing the academic achievement of all children (Will, 1986), those goals have now expanded to also focus on increasing social competence and fostering positive relationships between students with disabilities and their peers (Lewis, Chard, & Scott, 1994).Unfortunately, students with behavioral disorders (BD) are often considered among the most difficult students to include in general education classrooms (Yell, 1995). Currently, only 26% of all students with BD spend more than 89% of the school day in the general education environment, while another 23% spend between 40% and 89% of the school day in general education classrooms (U.S. Department of Education, 2002). The only students less likely to be included in general education settings for the majority of the school day are those receiving services under the Individuals with Disabilities Education Act (IDEA) categories of Mental Retardation, Autism, Deaf-blindness and Multiple Disabilities (U.S. Department of Education).By definition, students with BD have difficulty with interpersonal relationships and social adjustment, and these difficulties make it more challenging to achieve the stated goals of the movement toward inclusive settings. The emotional and behavioral qualities associated with this disability demand that educators attend to the social and emotional needs of this population to increase the students' chances of success in all settings. Additionally, attention to these skills may be most important in general education settings, where difficulties with peer interactions and acceptance can be even more pronounced.Relationship Between Peer Interaction and LearningAcademic and social needs often go hand in hand. Educational theorists have long noted the important role of social interaction in learning. In particular, Lev Vygotsky's work provides a theoretical foundation for understanding the role and importance of social interaction between students. Specifically, Vygotsky drew attention to the way that children cocreate meaning through social interaction (Mahn, 1999). Vygotsky's theory suggests that social interaction is a necessary element of learning, particularly for students with special needs. He theorized that learning development originates on the social plane and that learning progresses first through person-to-person interaction and then individually through an internalization process (Fogarty, 1999).Motivational theorists (e.g., Brendtro, Brokenleg, & Van Bockern, 1990; Classer, 1998; Maslow, 1970) have also highlighted the role of interaction in students' sense of belonging. That sense of belonging is then linked theoretically to students' sense of self-worth, which leads to self-actualization (Maslow, 1970). Social interaction is the foundation of this sense of belonging; without it, students are in danger of being isolated or ignored. For students with BD, who frequently have difficulty with peer interaction (Algozzine, Serna, & Patton, 2001) and have difficulty building and maintaining friendships (Kauffman, 2001), this issue is a real concern. These issues underscore the importance of not only including students with disabilities in general education classrooms, but educating them well in those environments, taking into account both their academic and overlapping social needs.Paraprofessionals' Role in Facilitating InteractionsOften, students with BD are included in general education classrooms only if they can be provided with one-on-one support from a paraprofessional. … |
| Databáze: | OpenAIRE |
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