TY  - JOUR
A1  - Schwab, Susanne
A1  - Huber, Christian
A1  - Gebhardt, Markus
T1  - Social acceptance of students with Down syndrome and students without disability
JF  - Educational psychology
N2  - 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.
KW  - inclusion and exclusion
KW  - disability
KW  - social acceptance
Y1  - 2016
U6  - https://doi.org/10.1080/01443410.2015.1059924
SN  - 0144-3410
SN  - 1469-5820
VL  - 36
SP  - 1501
EP  - 1515
PB  - Hindawi Publishing Corp.
CY  - Abingdon
ER  -