ERIC Number: ED442216
Record Type: RIE
Publication Date: 1999-Dec-11
Reference Count: N/A
Strategies for Promoting Social Relationships among Young Children with and without Disabilities. Final Report.
Favazza, Paddy C.
This report details the activities and accomplishments of a 4-year federally supported project concerned with: (1) validating a new strategy designed to promote the social relationships among young children with and without disabilities; (2) creating a training manual for use by teachers to promote acceptance of young children with disabilities; and (3) dissemination of results. Overall results indicated that the intervention with kindergarten students resulted in demonstrated increases in social behavior directed toward peers with disabilities and more acceptance at posttest of children with disabilities on sociometric measures. Change across time was reflected on the Acceptance Scale for Kindergartners. Analysis of qualitative data found benefits in the following areas: greater understanding of individuals with disabilities; greater acceptance of individuals with disabilities and/or individuals who are different; support of reading at home; and improved development of social, language, and play skills. Year-by-year project achievements are reported for procedural objectives, expected outcomes, evaluation results, supplemental information/changes, and budget information. Appended are lists of publication and presentation dissemination activities. (DB)
Descriptors: Attitude Change, Attitudes toward Disabilities, Data Analysis, Disabilities, Early Childhood Education, Friendship, Information Dissemination, Interpersonal Competence, Interpersonal Relationship, Intervention, Kindergarten, Kindergarten Children, Peer Acceptance, Peer Relationship, Qualitative Research
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Memphis Univ., TN. Dept. of Instruction and Curriculum Leadership.