Abstract
We examined the social status of six high school students with moderate or severe disabilities in general education cooking classes and compared their social interaction behaviors with those of peers without disabilities. The peers without disabilities who participated were selected from an "average" group based on peer nomination sociometric assessments. Results showed that the social status of the students with disabilities varied. Although no participating students with disabilities were classified as "popular" among their peers, the majority of the participating students with disabilities obtained "average" social status ratings. Results also indicated that students with disabilities were involved in fewer social interactions, interacted with peers without disabilities slightly more often than with adults, and were more often passive participants in interactions. Future studies should examine peer interactions and peer acceptance of students with moderate or severe disabilities in more academic classes, as well as factors that impact their social status and social relationships in inclusive environments. copyright 2000 by The Association for Persons with Severe Handicaps.
| Original language | English |
|---|---|
| Pages (from-to) | 142-152 |
| Number of pages | 11 |
| Journal | Journal of the Association for Persons with Severe Handicaps |
| Volume | 25 |
| Issue number | 3 |
| DOIs | |
| State | Published - Sep 2000 |
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All Science Journal Classification (ASJC) codes
- Social Sciences(all)
- Health Professions(all)
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Peer interactions and sociometric status of high school students with moderate or severe disabilities in general education classrooms. / Mu, Keli; Siegel, Ellin B.; Allinder, Rose M.
In: Journal of the Association for Persons with Severe Handicaps, Vol. 25, No. 3, 09.2000, p. 142-152.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Peer interactions and sociometric status of high school students with moderate or severe disabilities in general education classrooms
AU - Mu, Keli
AU - Siegel, Ellin B.
AU - Allinder, Rose M.
PY - 2000/9
Y1 - 2000/9
N2 - We examined the social status of six high school students with moderate or severe disabilities in general education cooking classes and compared their social interaction behaviors with those of peers without disabilities. The peers without disabilities who participated were selected from an "average" group based on peer nomination sociometric assessments. Results showed that the social status of the students with disabilities varied. Although no participating students with disabilities were classified as "popular" among their peers, the majority of the participating students with disabilities obtained "average" social status ratings. Results also indicated that students with disabilities were involved in fewer social interactions, interacted with peers without disabilities slightly more often than with adults, and were more often passive participants in interactions. Future studies should examine peer interactions and peer acceptance of students with moderate or severe disabilities in more academic classes, as well as factors that impact their social status and social relationships in inclusive environments. copyright 2000 by The Association for Persons with Severe Handicaps.
AB - We examined the social status of six high school students with moderate or severe disabilities in general education cooking classes and compared their social interaction behaviors with those of peers without disabilities. The peers without disabilities who participated were selected from an "average" group based on peer nomination sociometric assessments. Results showed that the social status of the students with disabilities varied. Although no participating students with disabilities were classified as "popular" among their peers, the majority of the participating students with disabilities obtained "average" social status ratings. Results also indicated that students with disabilities were involved in fewer social interactions, interacted with peers without disabilities slightly more often than with adults, and were more often passive participants in interactions. Future studies should examine peer interactions and peer acceptance of students with moderate or severe disabilities in more academic classes, as well as factors that impact their social status and social relationships in inclusive environments. copyright 2000 by The Association for Persons with Severe Handicaps.
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UR - http://www.scopus.com/inward/citedby.url?scp=0007034255&partnerID=8YFLogxK
U2 - 10.2511/rpsd.25.3.142
DO - 10.2511/rpsd.25.3.142
M3 - Article
VL - 25
SP - 142
EP - 152
JO - Research and Practice for Persons with Severe Disabilities
JF - Research and Practice for Persons with Severe Disabilities
SN - 1540-7969
IS - 3
ER -