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Title:Social Support in Inclusive Classrooms: The Role of Teachers
Author(s):Pavri, Shireen Cavas
Doctoral Committee Chair(s):Monda-Amaya, Lisa
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Curriculum and Instruction
Abstract:Thirty students with learning disabilities (LD), in inclusive third to fifth grade classrooms, were interviewed about their social networks and perceived loneliness at school, the types of support they received from teachers, and their preferred interventions to specific social problem solving situations encountered at school. Sixty general and special educators working with students with LD also were interviewed about their role, strategies used, and preferred interventions in providing social support to students. Findings suggest that while students with LD feel part of a social network, many report school-related loneliness. General and special educators believe supporting students is part of their role and use similar strategies toward this purpose. There were discrepancies between students' and teacher' choices of preferred social support strategies.
Issue Date:1999
Type:Text
Language:English
Description:161 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1999.
URI:http://hdl.handle.net/2142/80343
Other Identifier(s):(MiAaPQ)AAI9944963
Date Available in IDEALS:2015-09-25
Date Deposited:1999


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