Session Information
04 SES 01 B, Who's in and who's out? Friendships and inclusive education
Paper Session
Contribution
Method
Expected Outcomes
References
Capper, C.A. & Pickett, R.S. (1994). The relationship between school structure and culture and students’ views of diversity and inclusive education. The Special Education Leadership Review, 2, 102-122. Frederickson, N., Simmonds, E., Evans, L. & Soulsby, C. (2007). Assessing the social and affective outcomes of inclusion. British Journal of Special Education 34(2), 105-115. Gartin, B.C., Murdick, N.L. & Digby, A.D. (1992). Cooperative activities to assist in the integration of students with disabilities. Journal of Instructional Psychology, 19(4), 241-245. Guralnick, M.J., Connor, R.T., Hammond, M., Gottman, J.M. & Kinnish, K. (1995). Immediate effects of mainstreamed settings on social interactions and social integration of preschool children. American Journal on Mental Retardation 100(4), 359-377. Harter, S. (1985). Manual for the Self-Perception Profile for Children.Denver, CO: University of Denver, Department of Developmental Psychology. McPherson, M., Smith.-Lovin, L. & Cook, J.M. (2001). Birds of a feather: homophily in social networks. Annual Review of Sociology 27, 415 – 444. Pijl, S.J., Frostad, P. & Flemm, A. 2008. The Social Position of Pupils with Special Needs in Regular Schools. Scandinavian Journal of Educational Research 52(4), 387-405. Scheepstra, A.J.M., Nakken, H. & Pijl, S.J. (1999). Contract with classmates: the social position of pupils with Down’s syndrome in Dutch mainstream education. European Journal of Special Needs Education 14(3), 212-220. Yuker, H.E. (1988). The effects of contact on attitudes toward disabled persons: Some empirical generalisations. In H.E. Yuker (Ed). Attitudes toward persons with disabilities. (262-274). New York: Springer.
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