Social experiences of children eith disabilities in inclusive portuguese preschool settings

Ferreira, Milene Alexandra Gregório; Aguiar, Cecília; Correia, Nadine; Fialho, Margarida; Pimentel, Júlia van Zeller de Serpa

Publication

Social experiences of children eith disabilities in inclusive portuguese preschool settings

2017Journal article

dc.contributor.author	Ferreira, Milene Alexandra Gregório
dc.contributor.author	Aguiar, Cecília
dc.contributor.author	Correia, Nadine
dc.contributor.author	Fialho, Margarida
dc.contributor.author	Pimentel, Júlia van Zeller de Serpa
dc.date.accessioned	2017-04-22T11:00:04Z
dc.date.available	2017-04-22T11:00:04Z
dc.date.issued	2017
dc.description.abstract	Based 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.	pt_PT
dc.description.sponsorship	Fundação para a Ciência e a Tecnologia (FCT)	pt_PT
dc.description.version	info:eu-repo/semantics/publishedVersion	pt_PT
dc.identifier.citation	Journal of Early Intervention, 39(1), 33-50. Doi: 10.1177/1053815116679414	pt_PT
dc.identifier.doi	10.1177/1053815116679414	pt_PT
dc.identifier.issn	1053-8151
dc.identifier.uri	http://hdl.handle.net/10400.12/5415
dc.language.iso	eng	pt_PT
dc.peerreviewed	yes	pt_PT
dc.publisher	SAGE Publications	pt_PT
dc.relation	Enhancing peer relationships: Preschool teachers' ideas and practices
dc.relation.publisherversion	http://journals.sagepub.com/doi/10.1177/1053815116679414	pt_PT
dc.rights.uri	http://creativecommons.org/licenses/by-nc-nd/4.0/	pt_PT
dc.subject	Children with disabilities	pt_PT
dc.subject	Preschool	pt_PT
dc.subject	Social relationships	pt_PT
dc.subject	Inclusion	pt_PT
dc.title	Social experiences of children eith disabilities in inclusive portuguese preschool settings	pt_PT
dc.type	journal article
dspace.entity.type	Publication
oaire.awardTitle	Enhancing peer relationships: Preschool teachers' ideas and practices
oaire.awardURI	info:eu-repo/grantAgreement/FCT/3599-PPCDT/PTDC%2FCPE-CED%2F117476%2F2010/PT
oaire.citation.conferencePlace	United States	pt_PT
oaire.citation.endPage	50	pt_PT
oaire.citation.issue	1	pt_PT
oaire.citation.startPage	33	pt_PT
oaire.citation.title	Journal of Early Intervention	pt_PT
oaire.citation.volume	39	pt_PT
oaire.fundingStream	3599-PPCDT
person.familyName	Serpa Pimentel
person.givenName	Júlia
person.identifier.ciencia-id	2B16-E65A-56BD
person.identifier.orcid	0000-0002-1792-2592
person.identifier.orcid	0000-0002-3194-9660
person.identifier.scopus-author-id	7006096030
project.funder.identifier	http://doi.org/10.13039/501100001871
project.funder.name	Fundação para a Ciência e a Tecnologia
rcaap.rights	restrictedAccess	pt_PT
rcaap.type	article	pt_PT
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