A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings.
Name:
Publisher version
View Source
Access full-text PDFOpen Access
View Source
Check access options
Check access options
Affiliation
St. John of God Carmona Services, 111 Upper Glenageary Road, Dun Laoghaire, Co Dublin, Ireland.Issue Date
2009-03Keywords
MODERATE INTELLECTUAL DISABILITIESSOCIAL COMPETENCE
INCLUSIVE SCHOOL
SEGREGATED SCHOOL
EDUCATION
INCLUSION
ADAPTATION, PSYCHOLOGICAL
QUESTIONNAIRE
IRELAND
MeSH
Adaptation, PsychologicalChild
Female
Humans
Male
Mental Retardation
Questionnaires
Schools
Social Behavior
Metadata
Show full item recordCitation
A comparison of the social competence of children with moderate intellectual disability in inclusive versus segregated school settings., 30 (2):397-407 Res Dev DisabilPublisher
ElsevierJournal
Research in developmental disabilitiesDOI
10.1016/j.ridd.2008.07.006PubMed ID
18760567Abstract
This is the first study to compare the social competence of children with moderate intellectual disability in inclusive versus segregated school settings in the Republic of Ireland. A convenience sample was recruited through two large ID services. The sample comprised 45 children across two groups: Group 1 (n=20; inclusive school) and Group 2 (n=25; segregated school). Parents and teachers completed the Strengths and Difficulties Questionnaire and the Adaptive Behaviour Scale-School: 2nd edition. A series of 2 x 2 ANOVAs were carried out on social competence scores using educational placement type (inclusive vs segregated school) and proxy rater (parent vs teacher) as the independent variables. Key findings indicated that children in inclusive schools did not differ significantly from children in segregated schools on the majority of proxy ratings of social competence. This supports the belief that children with intellectual disabilities can function well in different educational settings. Present findings highlight the importance of utilising the functional model of ID when selecting and designing school placements for children with moderate ID.Item Type
ArticleLanguage
enISSN
1873-3379ae974a485f413a2113503eed53cd6c53
10.1016/j.ridd.2008.07.006
Scopus Count
Collections
Related articles
- The transition to school: adaptation in young children with and without intellectual disability.
- Authors: McIntyre LL, Blacher J, Baker BL
- Issue date: 2006 May
- Temperament and social behaviour at home and school among typically developing children and children with an intellectually disability.
- Authors: Zion E, Jenvey VB
- Issue date: 2006 Jun
- Young people with intellectual disabilities attending mainstream and segregated schooling: perceived stigma, social comparison and future aspirations.
- Authors: Cooney G, Jahoda A, Gumley A, Knott F
- Issue date: 2006 Jun
- Emotional and behavioural needs of children and adolescents with intellectual disabilities in an urban conurbation.
- Authors: Emerson E, Robertson J, Wood J
- Issue date: 2005 Jan
- Behavior problems in children with mild intellectual disabilities: an initial step towards prevention.
- Authors: Embregts PJ, du Bois MG, Graef N
- Issue date: 2010 Nov-Dec