Educational arrangements and social participation with peers amongst children with disabilities in regular schools
Educational arrangements and social participation with peers amongst children with disabilities in regular schools
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普通学校残疾儿童的教育安排和与同龄人的社会参与
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
J. Tøssebro
中科院分区：
文献类型：
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作者：
Christian Wendelborg;J. Tøssebro
这项研究的目的是研究正规学校中残疾儿童的教育安排和社会参与之间的关系。这项分析基于对挪威(N=262)在正规学校就读的11-13岁残疾儿童父母的调查数据。我们通过结构方程模型线性结构关系(LISREL)探索了感兴趣变量之间的关系。结果表明：(1)现有的教育安排可能会阻碍同伴的社会参与；(2)残疾的类型和受损程度对同伴的社会参与程度没有直接影响，而只是通过教育支持和课堂参与产生间接影响。这些发现表明，如果残疾儿童与同龄人一样有机会获得同样的社会福利，那么普通学校应该注意，不要在主流学校活动中将他们与同龄人隔绝。
The purpose of this study is to examine the relationships between educational arrangements and social participation amongst children with disabilities in regular schools. The analysis is based on data drawn from surveys of parents of children with disabilities, aged 11–13, who attend regular schools in Norway (N = 262). We have explored the relationships between the variables of interest by means of structural equation modelling linear structural relations (LISREL). The results show that (1) the present educational arrangements may hinder social participation with peers and (2) the type of disability and the degree of impairment have no direct effect on the degree of social participation with peers, but only an indirect effect via educational support and classroom participation. These findings suggest that if children with disabilities are equally entitled to have the opportunity of gaining the same social benefits as their peers, then regular schools should be careful not to segregate them from their peers in mainstream school activities.