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首页> 外文期刊>Journal of Developmental and Physical Disabilities >Preliminary Assessment of Friendship, Problem Behavior, and Social Adjustment in Children with Disabilities in an Inclusive Education Setting
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Preliminary Assessment of Friendship, Problem Behavior, and Social Adjustment in Children with Disabilities in an Inclusive Education Setting

机译：融合教育环境中残疾儿童的友谊，问题行为和社会适应能力的初步评估

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摘要

Children with mild disabilities may experience complications in friendship development. This study examined variables related to friendship among third- and fifth-grade students with (n = 12) and without (n = 18) disabilities in inclusion classrooms. Thirty students completed sociometric nominations and identified a preferred best friend. Additionally, students with disabilities completed a self-competence questionnaire and teachers rated them on social and behavioral dimensions. Students with disabilities showed adequate self-competence and tended to nominate other peers with disabilities on sociometric assessments, but did not select a peer with a disability as a preferred best friend. Teachers ranked students with disabilities higher on behavior problems and rated them lower on classroom adjustment, social integration, and academic performance when compared to non-disabled peers. Although students with disabilities identified preferred friends, they may be at risk for a number of negative socio-behavioral outcomes, suggesting the need for both social skills and academic-related interventions.
机译：轻度残疾儿童可能会在友谊发展中遇到并发症。这项研究调查了与（n = 12）和没有（n = 18）残疾的三年级和五年级学生在包容教室中的友谊相关的变量。 30名学生完成了社会计量学提名，并确定了首选的最好的朋友。此外，残疾学生还填写了一份自我胜任能力调查表，教师对他们进行了社交和行为方面的评分。残疾学生表现出足够的自我竞争能力，并倾向于通过社会计量评估提名其他残疾同伴，但没有选择残疾同伴作为首选的最好的朋友。与非残障同龄人相比，教师在行为问题上对残障学生的评价较高，在课堂适应，社会融合和学习成绩方面的评价较低。尽管残疾学生确定了喜欢的朋友，但他们可能面临许多负面的社会行为结果，这表明需要社交技能和与学术有关的干预措施。

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