NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ924966
Record Type: Journal
Publication Date: 2011
Pages: 13
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0885-6257
Facilitating Peer Interaction--Support to Children with Down Syndrome in Mainstream Schools
Dolva, Anne-Stine; Gustavsson, Anders; Borell, Lena; Hemmingsson, Helena
European Journal of Special Needs Education, v26 n2 p201-213 2011
This study addresses the support provided by class staff in order to facilitate social participation of pupils with Down syndrome and peers in regular classes, and how they experience the interaction between the pupils. Data were collected through field observations of six pupils with Down syndrome in their class in mainstream schools, their six teachers and teachers' assistants. Qualitative interviews were conducted with the teachers and teachers' assistants. The analysis showed different support strategies, implying both environmental adaptations and individual support in order to facilitate peer interaction. A major finding was the role of the "supported ego", mainly provided by teachers' assistants. This role accommodated to the differences between the pupils, by compensating for the cognitive difficulties (i.e., perceptions, understanding and agency) of the pupils with Down syndrome. We concluded that class staff strived to keep the class as one unit by creating opportunities for participation for all the pupils through different strategies depending on their role and responsibility. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway