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Title:Kindergarten teachers' perspectives: classroom ecology, peer interactions, and children with disabilities
Author(s):Meyer, Lori
Director of Research:Ostrosky, Michaelene M.
Doctoral Committee Chair(s):Ostrosky, Michaelene M.
Doctoral Committee Member(s):Favazza, Paddy C.; Santos, Rosa; Meadan, Hedda; Mouzourou, Chryso
Department / Program:Special Education
Discipline:Special Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
peer-related social competence
Peer interactions
social-emotional development
Abstract:This study examined kindergarten teachers’ perspectives about current practices that facilitate peer-related social competence for children with disabilities. Twenty kindergarten teachers participated in four focus groups to gather their thoughts about the roles teachers have in supporting peer interactions and relationships for children with disabilities, the opportunities children with disabilities have to interact with peers in their general education kindergarten classrooms, facilitators and barriers to supporting peer interactions and relationships for children with disabilities, and suggestions teacher had for changes to school environments to promote peer interactions and relationships for children with disabilities during their kindergarten year. Sixteen categories were identified across the four focus group sessions and two key themes emerged: moving beyond class-wide instruction and school-level barriers to providing social interaction interventions.
Issue Date:2015-01-21
Rights Information:Copyright 2014 Lori Meyer
Date Available in IDEALS:2015-01-21
Date Deposited:2014-12

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