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Friendships and Social Acceptance of Portuguese Children with Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage
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Ferreira, Milene; Aguiar, Cecília; Correia, Nadine; Fialho, Margarida; Pimentel, Júlia Serpa – Topics in Early Childhood Special Education, 2019
Positive social experiences with peers are important for children with disabilities attending inclusive early childhood education (ECE). This study investigated the associations between classroom quality; children's verbal, social, and behavioral skills; and the friendships and social acceptance of children with disabilities, while testing the…
Descriptors: Friendship, Peer Acceptance, Students with Disabilities, Classroom Environment
The Mediating Role of Classroom Quality on Peer Effects and Language Gain in Pre-Kindergarten ECSE Classrooms
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Yeomans-Maldonado, Gloria; Justice, Laura M.; Logan, Jessica A. R. – Applied Developmental Science, 2019
The current study was designed to determine whether classroom quality (i.e., the quality of teacher--child interactions) served as a mediator of peer effects with respect to preschool children's gain in language skills over an academic year. Participants were 670 preschool-age children (64.6% boys; "M" = 4 years, 4 months, "SD"…
Descriptors: Peer Influence, Preschool Children, Language Skills, Special Education
Refugee Children's Early Development during Attendance of Specialized Preschool Programs and Transition into First Grade in Germany
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Busch, J.; Cabrera, N.; Ialuna, F.; Buchmüller, T.; Leyendecker, B. – Early Education and Development, 2022
Research Findings: We assessed socio-emotional behavior, nonverbal reasoning, German receptive language, and motor skills of refugee children attending early childhood development [ECD] programs and of those who did not (N = 207, mean age = 69.4 months). Young refugee children overall demonstrated lower levels of development and more…
Descriptors: Foreign Countries, Refugees, Preschool Children, Preschool Education
Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting
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Coelho, Vera; Cadima, Joana; Pinto, Ana Isabel – Early Education and Development, 2019
Preschool process quality and activity setting are considered important aspects influencing child engagement. As such, it is important to understand how educational settings can promote engagement, particularly for children with disabilities and/or at risk. This observational study describes process quality and activity setting in inclusive…
Descriptors: Inclusion, Preschool Children, Preschool Education, Students with Disabilities
At Risk Students and Teacher-Student Relationships: Student Characteristics, Attitudes to School and Classroom Climate
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Walker, Sue; Graham, Linda – International Journal of Inclusive Education, 2021
Student characteristics, their attitude to school and classroom climate can influence teacher-student relationships and adjustment to school. Poor early school experiences are associated with school avoidance, disruptive behaviour, teacher conflict, and suspension and exclusion. The focus, however, remains on the behaviour of individual children,…
Descriptors: At Risk Students, Teacher Student Relationship, Student Characteristics, Student Attitudes
Classroom Environment for Children with Disabilities in Kenyan Preschools
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Dombrowski, Eileen; Sitabkhan, Yasmin; Kilonzo, Tabitha N. – International Journal of Inclusive Education, 2023
This study examines the classroom environment for students with disabilities in five pre-primary classrooms in Nairobi, Kenya. Creating an analytical framework based on CLASS, a classroom observation tool, we looked at the types of interactions children with disabilities had with their teachers and peers, using classroom observations and teacher…
Descriptors: Foreign Countries, Classroom Environment, Students with Disabilities, Preschool Education