Literaturnachweis - Detailanzeige
Autor/inn/en | Koster, Marloes; Minnaert, Alexander E. M. G.; Nakken, Han; Pijl, Sip Jan; van Houten, Els J. |
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Titel | Assessing Social Participation of Students with Special Needs in Inclusive Education: Validation of the Social Participation Questionnaire |
Quelle | In: Journal of Psychoeducational Assessment, 29 (2011) 3, S.199-213 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0734-2829 |
DOI | 10.1177/0734282910384065 |
Schlagwörter | Test Validity; Disabilities; Questionnaires; Factor Analysis; Special Needs Students; Student Participation; Inclusion; Mainstreaming; Peer Relationship; Elementary School Students; Friendship; Interaction; Self Concept; Foreign Countries; Age Differences; Peer Acceptance; Netherlands; Pictorial Scale of Perceived Competence and Social Acceptance; Self Perception Profile for Children Testvalidität; Handicap; Behinderung; Fragebogen; Faktorenanalyse; Sonderpädagogischer Förderbedarf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Inklusion; Peer-Beziehungen; Freundschaft; Interaktion; Selbstkonzept; Ausland; Age; Difference; Age difference; Altersunterschied; Niederlande |
Abstract | This study addresses the convergent validity of a new teacher questionnaire to assess the social participation of students with special needs in regular primary schools. The Social Participation Questionnaire (SPQ) consists of four subscales representing four key themes of social participation: friendships/relationships, contacts/interactions, student's social self-perception, and acceptance by classmates. The study took place in Grades 1 to 3 of regular Dutch primary schools that had at least one student with an official special-needs statement. A confirmatory factor analysis using the LISREL program provided evidence for the SPQ's convergent validity. The outcomes support the model of social participation distinguishing four key themes. The fit indexes suggest that our model is theoretically viable for Grades 1 and 2 but only partly viable for Grade 3. (Contains 1 figure, 7 tables, and 1 note.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |