How Teachers Use Peer Interactions to Include Students with Moderate and Severe Disabilities in Elementary General Education Classes.

Janney, Rachel E.; Snell, Martha E.

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ERIC Number: EJ530781

Record Type: CIJE

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0274-9483

EISSN: N/A

Available Date: N/A

How Teachers Use Peer Interactions to Include Students with Moderate and Severe Disabilities in Elementary General Education Classes.

Janney, Rachel E.; Snell, Martha E.

Journal of the Association for Persons with Severe Handicaps, v21 n2 p72-80 Sum 1996

Five elementary schools were studied to investigate the way teachers used peer interactions to facilitate the inclusion of a student with moderate or severe disabilities. Strategies included encouraging peers to work with students with disabilities, treating the student as "just another student;" encouraging age-appropriate interactions, and minimizing adult interference. (CR)

Descriptors: Classroom Environment, Elementary Education, Inclusive Schools, Interaction, Interpersonal Communication, Intervention, Peer Acceptance, Peer Relationship, Severe Disabilities, Social Integration, Teacher Role

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A