@article{HuberGebhardtSchwab2015, author = {Huber, Christian and Gebhardt, Markus and Schwab, Susanne}, title = {Teacher feedback or fun playing games? An experimental study investigating the influence of teacher feedback on social acceptance in primary school}, series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, volume = {62}, journal = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, number = {1}, publisher = {Reinhardt}, address = {M{\"u}nchen}, issn = {0342-183X}, doi = {10.2378/peu2015.art04d}, pages = {51 -- 64}, year = {2015}, language = {de} } @misc{ClahsenSiegmuellerPenkeetal.2013, author = {Clahsen, Harald and Siegm{\"u}ller, Julia and Penke, Martina and Schr{\"o}der, Astrid and Hofmann, Janine and Holzgrefe-Lang, Julia and Skerra, Antje and Adani, Flavia and Gagarina, Natalʹja Vladimirovna and Schr{\"o}ter, Carolin and Frieg, Hendrike and Belke, Eva and Schwab, Susanne and Seifert, Susanne and Watko, Petra and Obendrauf, Tanja and Trauntschnig, Mike and Gasteiger-Klicpera, Barbara and Adelt, Anne and Hanne, Sandra and Burchert, Frank and Swietza, Romy and Doppelbauer, Lea and Dralle, Jenny and Purat, Patricia and Webersinke, Dorothea and Schwytay, Jeannine and Stadie, Nicole and Hoppe, Carina and Heide, Judith and Marusch, Tina and von der Malsburg, Titus Raban and Bastiaanse, Roelien and Schultheiss, Corinna and Nahrstaedt, Holger and Schauer, Thomas and Seidl, Rainer Ottis and Rath, Elisa}, title = {Spektrum Patholinguistik = Schwerpunktthema: Labyrinth Grammatik: Therapie von syntaktischen St{\"o}rungen bei Kindern und Erwachsenen}, number = {6}, editor = {Fritzsche, Tom and Meyer, Corinna B. and Adelt, Anne and Roß, Jennifer}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, organization = {Verband f{\"u}r Patholinguistik e. V. (vpl)}, isbn = {978-3-86956-270-4}, issn = {1869-3822}, doi = {10.25932/publishup-6612}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-67659}, year = {2013}, abstract = {Das Herbsttreffen Patholinguistik wird seit 2007 j{\"a}hrlich vom Verband f{\"u}r Patholinguistik e.V. (vpl) durchgef{\"u}hrt. Das 6. Herbsttreffen mit dem Schwerpunktthema "Labyrinth Grammatik: Therapie von syntaktischen St{\"o}rungen bei Kindern und Erwachsenen" fand am 17.11.2012 in Potsdam statt. Im vorliegenden Tagungsband finden sich alle Beitr{\"a}ge der Veranstaltung: die vier Hauptvortr{\"a}ge zum Schwerpunkthema, die Vortr{\"a}ge aus Praxis und Forschung von vier Patholinguistinnen in der Reihe Spektrum Patholinguistik sowie die Abstracts der Posterpr{\"a}sentation.}, language = {de} } @article{SchwabHuberGebhardt2016, author = {Schwab, Susanne and Huber, Christian and Gebhardt, Markus}, title = {Social acceptance of students with Down syndrome and students without disability}, series = {Educational psychology}, volume = {36}, journal = {Educational psychology}, publisher = {Hindawi Publishing Corp.}, address = {Abingdon}, issn = {0144-3410}, doi = {10.1080/01443410.2015.1059924}, pages = {1501 -- 1515}, year = {2016}, abstract = {We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to 'new' virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.}, language = {en} } @article{SchwabSeifertWatkoetal.2013, author = {Schwab, Susanne and Seifert, Susanne and Watko, Petra and Obendrauf, Tanja and Trauntschnig, Mike and Gasteiger-Klicpera, Barbara}, title = {LARS : Ein differenziertes Sprach- und Lesef{\"o}rderprogramm bei Grundsch{\"u}lerInnen mit Deutsch als Erst- und Zweit-Sprache}, series = {Spektrum Patholinguistik}, journal = {Spektrum Patholinguistik}, number = {6}, editor = {Fritzsche, Tom and Meyer, Corinna B. and Adelt, Anne and Roß, Jennifer}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, issn = {1866-9085}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-68544}, pages = {175 -- 182}, year = {2013}, abstract = {1 Theoretischer Hintergrund 2 Fragestellung 3 Untersuchungsmethode 4 Ergebnisse 5 Ausblick 6 Literatur}, language = {de} } @article{HoffmannWilbertLehoferetal.2020, author = {Hoffmann, Lisa and Wilbert, J{\"u}rgen and Lehofer, Mike and Schwab, Susanne}, title = {Are we good friends?}, series = {European Journal of Special Needs Education}, volume = {36}, journal = {European Journal of Special Needs Education}, number = {4}, publisher = {Taylor \& Francis}, address = {London}, pages = {16}, year = {2020}, abstract = {Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN.}, language = {en} } @misc{HoffmannWilbertLehoferetal.2021, author = {Hoffmann, Lisa and Wilbert, J{\"u}rgen and Lehofer, Mike and Schwab, Susanne}, title = {Are we good friends?}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {4}, issn = {1866-8364}, doi = {10.25932/publishup-52535}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-525351}, pages = {18}, year = {2021}, abstract = {Empirical studies already examined various facets of the friendship construct. Building on this, the present study examines the questions of how the number of friendships and their quality differ between students with and without SEN and whether a homophily-effect can be identified. The sample consists of 455 fourth-graders from 28 inclusive classes in Austria. The results indicate that students with SEN have fewer friends than students without SEN. Furthermore, students without SEN preferred peers without SEN as a friend. This homophily-effect was shown for students with SEN, too. However, students with and without SEN rated the quality of their friendships similarly and no interactions between the SEN status of oneself or of the friend was found for the quality of the friendship. The results show that, in the context of inclusion, the issue of friendship needs to be increasingly addressed to improve the situation of students with SEN.}, language = {en} }