Contextual Factors Influencing the Sociability of Preschool Children with Disabilities in Integrated and Segregated Classrooms.

Sontag, Joanne Curry

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Peer reviewed

ERIC Number: EJ541032

Record Type: CIJE

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0014-4029

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Contextual Factors Influencing the Sociability of Preschool Children with Disabilities in Integrated and Segregated Classrooms.

Sontag, Joanne Curry

Exceptional Children, v63 n3 p389-404 Spr 1997

This study compared the contextual classroom features of public school segregated classrooms and community-based integrated classrooms for 16 preschool children with disabilities, by examining the relations between classroom characteristics and child sociability. The two classroom contexts were found to be similar, with no differences in child sociability; however, a significant relationship between teacher verbal prompting and child sociability was found. (Author/DB)

Descriptors: Classroom Environment, Disabilities, Inclusive Schools, Interpersonal Competence, Peer Relationship, Preschool Children, Preschool Education, Social Integration, Special Classes, Teacher Influence

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