Social Support in Inclusive Classrooms: The Role of Teachers
Pavri, Shireen Cavas
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https://hdl.handle.net/2142/80343
Description
Title
Social Support in Inclusive Classrooms: The Role of Teachers
Author(s)
Pavri, Shireen Cavas
Issue Date
1999
Doctoral Committee Chair(s)
Monda-Amaya, Lisa
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Curriculum and Instruction
Language
eng
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.
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