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Examining Social Acceptance and Rejection (PDF)
By FPG Child Development Institute , Ed.
FPG Snapshot, 44; April 2007

Summary: This study examined the social experiences of children with disabilities who were cared for and educated with typically developing peers. The study participants were 80 children (aged 3–5 years) from 16 inclusive preschool programs in California, Maryland, Tennessee, Kentucky, and Washington State. Some children with disabilities (28 percent) were socially accepted by their peers. Unfortunately, 28 percent of children with disabilities were socially rejected by their peers. Socially accepted children tended to have physical and speech disabilities, whereas children who were socially rejected were more likely to have developmental delays. None of the children with autism-pervasive developmental delay, social-emotional, behavioral, or attention-deficit disorder were in the accepted group. Social status may optimize or mitigate the possible developmental benefits of inclusive preschool settings.

Index Terms: Attitudes, Children With Special Needs, Inclusion, Disabilities, Studies

Publication Type: Reports (Descriptive)

Pages: 2 pages
Language: English
URL: http://www.fpg.unc.edu/~snapshots/snap44.pdf

Availability
FPG Child Development Institute
The University of North Carolina at Chapel Hill
CB#8180
Chapel Hill, North Carolina 27599-8180
919-966-0867
fpgmedia@unc.edu
http://www.fpg.unc.edu/

 
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