CIE-ISPA - Artigos em revistas internacionais
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Browsing CIE-ISPA - Artigos em revistas internacionais by Author "Aguiar, Cecília"
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- Classroom social networks, students' peer‐related social experiences and sense of belonging: The specific case of students with SENPublication . Freire, Sofia; Roçadas, Cláudia; Pipa, Joana; Aguiar, CecíliaOne main argument for inclusion refers to the so-cial benefits that students with SEN might have from being in contact with typically developing classmates. Students' sense of belonging to the classroom is also a relevant dimension of inclusion, given its impor-tance for positive emotional and social development and academic motivation. Yet, studies specifically focused on students with SEN show mixed results regarding their sense of belonging. While some stud-ies have highlighted the effect of classroom social networks on peer-related social experiences, to our knowledge no study has examined its effect on the sense of belonging. Thus, the goal of the current study is to examine the associations between the structure of classroom social networks, peer-related social experiences in the classroom and the sense of belonging of students with and without SEN. The participants were 914 students (56% boys, 10% SEN, average age 12.68) attending Portuguese schools. Contrary to what was expected, although students with SEN were, on average, more rejected and less accepted by the peer group than students without SEN, they did not differ in their levels of sense of be-longing. In addition, the structure of classroom social networks was associated with students' belonging in unexpected ways. Results point to the importance of creating social conditions in the classroom to facili-tate positive peer interactions and relationships, and the need for teachers to pay attention to the social structure of the classroom in order to create a posi-tive atmosphere where all students feel accepted, re-spected, valued and a part of the classroom
- Social experiences of children eith disabilities in inclusive portuguese preschool settingsPublication . Ferreira, Milene Alexandra Gregório; Aguiar, Cecília; Correia, Nadine; Fialho, Margarida; Pimentel, Júlia van Zeller de SerpaBased on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers’ awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal (Mage = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers’ classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.
- Student–teacher closeness and conflict in students with and without special educational needsPublication . Rodrigues, Ana Sofia; Pipa, Joana; Aguiar, Cecília; Vaz da Silva, Francisco; Moreira, SérgioTeachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students’ emotional, social and learning vulnerabilities. This study aimed to examine the associations between students’ externalising and internalising behaviour, social skills and academic performance, and teachers’ perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students’ social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers’ reports of students’ social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers’ relationships with students with perceived challenging behaviour.