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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ585764
Record Type: CIJE
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4669
Peer Acceptance of Included Students with Disabilities as a Function of Severity of Disability and Classroom Composition.
Cook, Bryan G.; Semmel, Melvyn I.
Journal of Special Education, v33 n1 p50-61 Spr 1999
This study examined the effects of severity of disability, and classroom composition (heterogeneous or nonheterogeneous) on peer acceptance of students with disabilities. Predicted severity of disability-by-classroom composition interaction effects on peer acceptance were indicated by multivariate analysis of variance, and analysis of variance after controlling for effects of grade level. (Author/DB)
Descriptors: Analysis of Variance, Disabilities, Elementary Education, Grouping (Instructional Purposes), Heterogeneous Grouping, Homogeneous Grouping, Inclusive Schools, Multivariate Analysis, Peer Acceptance, Peer Relationship, Regular and Special Education Relationship, Severity (of Disability), Student Attitudes
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A