Roberts C, Zubrick S
Curtin University of Technology, Western Australia.
Except Child. 1993 Dec-Jan;59(3):192-202. doi: 10.1177/001440299305900303.
This article discusses the development and evaluation of a model of social status which has implications for students both with and without mild academic disabilities in integrated classrooms. Behavioral data relating to peer social status were collected from peers, teachers, and independent observers for 97 students with disabilities and 97 without disabilities from the same regular elementary school classes. Path analysis indicated that teachers' attitudes toward integration were not related to the social status of the students with disabilities. However, teacher perceptions of academic behavior, peer perceptions of academic behavior, and peer perceptions of disruptive behavior were found to be related to social status for both groups of students.
本文讨论了一种社会地位模型的发展与评估，该模型对融合课堂中有和没有轻度学习障碍的学生都有影响。从同一所正规小学班级的97名残疾学生和97名非残疾学生的同伴、教师及独立观察者那里收集了与同伴社会地位相关的行为数据。路径分析表明，教师对融合的态度与残疾学生的社会地位无关。然而，发现教师对学业行为的看法、同伴对学业行为的看法以及同伴对破坏性行为的看法与两组学生的社会地位都有关。
