EDUCATION SELECTIONEuropean Journal of Special Needs Education (1999)

2000 ◽  
Vol 5 (3) ◽  
pp. 139-141
Author(s):  
Sally Beveridge ◽  
Sue Pearson

The three articles from Volume 14 that are reviewed here are linked by a common theme: the social interactions of children with special educational needs. The countries involved, the target group of pupils and the methodology vary but each one draws attention to the complexities of the social dimension of inclusion and suggest that physical proximity alone does not ensure positive social interaction.

2017 ◽  
Vol 2605 (1) ◽  
pp. 109-117 ◽  
Author(s):  
Javier Morales Sarriera ◽  
Germán Escovar Álvarez ◽  
Kelly Blynn ◽  
Andrew Alesbury ◽  
Timothy Scully ◽  
...  

Transportation network companies (TNCs) have introduced shared-ride versions of their ordinary services, such as UberPool or Lyft Line. The concept is simple: passengers pay less in fares for an incremental increase in time spent picking up and dropping off other riders. This paper focuses on the social and behavioral considerations of shared rides, which have not been explored as thoroughly as time and cost trade-offs in transportation. A survey of TNC users conducted through Mechanical Turk in June and July of 2016, which had 997 respondents across the United States, found that ( a) users of dynamic ridesharing services reported that social interactions were relevant to mode choice, although not as much as traditional factors such as time and cost; ( b) overall, the possibility of having a negative social interaction was more of a deterrent to use of dynamic ridesharing than the potential of having a positive social interaction was an incentive; ( c) there was evidence that a substantial number of riders harbored feelings of prejudice toward passengers of different social class and race, and these passengers were much more likely to prefer having more information about potential future passengers; ( d) most dynamic ridesharing users were motivated by ease and speed, compared with walking and public transportation; and ( e) safety in dynamic ridesharing was an important issue, especially for women, many of whom reported feeling unsafe and preferred to be matched with passengers of the same sex.


2016 ◽  
Vol 12 (7) ◽  
pp. 47
Author(s):  
Abdul Talib Hashim ◽  
Noor Insyiraah Abu Bakar ◽  
Nordin Mamat ◽  
Abdul Rahim Razali

<p>Positive social interaction is a vital aspect of maintaining a harmonious condition, especially in Malaysia, a country which has a multiracial society. Therefore, this study was carried out to identify the patterns of social interactions among multiethnic students in national secondary schools in Malaysia. The respondents for this study comprise two school administrators, seven teachers and 20 students of various ethnicities. They were selected through purposive sampling. Data were collected through interview sessions either individually or in focus groups, observation and document analysis. The study’s findings showed that, there are five patterns of social interaction such as cooperation, exchange, competition, conflict and non-verbal communication among multiethnic students. Although there was conflict, the underlying causes of the conflict were not due to racial issues. As well as the five patterns of social interactions stated above, stereotypes were also reported among students. Despite conflicts and stereotypes, the students actively attempted to learn about other cultures and demonstrated attitudes of acceptance towards friends from other ethnic backgrounds. This indicates that the social interaction among students is still favorable and can be further improved through appropriate response. Additionally, based on these findings, a few recommendations were made regarding this issue.</p>


Behaviour ◽  
1970 ◽  
Vol 37 (1-2) ◽  
pp. 1-14 ◽  
Author(s):  
J.A. Valone

Abstract1. The relation between the social behavior and the electrical emissions of Gymnotus carapo is examined. 2. Members of the species Gymnotus carapo approach certain sources of electrical stimuli and, in a statistically significant number of instances, assume a stance parallel to the plane from which the stimuli originate. 3. The approach and postural responses elicited by electrical cues resemble those observed when two fish, placed in the same tank, interact socially. 4. Electrical cues therefore appear to facilitate certain social interactions in Gymnotus carapo. 5. The character of electrical emission in Gymnotus carapo appears to change as a function of certain social interaction: a. Interaction resembling aggression is accompanied by brief increases in the frequency of emission. b. The increases in frequency appear to be linked to thrusting movements. c. Fish interacting with one another appear to lock into a common frequency more often than fish that are not in physical contact with one another. d. During social interaction, one of the two fish is occasionally observed to halt emissions altogether. 6. The exact significance of the social behavior observed in the context of the life history of Gymnotus carapo is unknown.


2021 ◽  
Vol 12 (2) ◽  
pp. 382-384
Author(s):  
Rumyana Pantaleeva ◽  

The process of socialisation and integration represents unity, and at the same time – a continuous controversy between two aspects: socialisation and individuality. Due to this, the process is a single upside stream – the entry of a child into the world of adults, in the social world. Every child is a unique personality with its individual qualities, interests, abilities and educational needs. Every child with special educational needs has the right to be taught on an individual schedule with content, matching its own necessities and capacity. The general education kindergarten, in which the authors work and teach pupils with special educational needs has established a tolerant community and guarantees schooling, tutoring and mentorship for everybody.


2020 ◽  
Vol 3 (2) ◽  
pp. 364-372
Author(s):  
I Gusti Ayu Vina Widiadnya Putri ◽  
I Dewa Ayu Devi Maharani Santika

The aims of this research is to analyse about the differences of emotional lexicon used by male and female communication in South Kuta-Bali when they used Balinese language in their daily interaction.  The scope of male and female is closely related to the social behavior which includes the social identity of male and female in society and this becomes the basis of how the language is used in this context of social. This research is interested to uncover more how people use language in terms of expressing their emotional in social interaction. This study is a sociolinguistic approach used the theory from Hickey, Raymon (2010). The data source in this study is the south Kuta community who use Balinese language in social interactions. The Data collection is done by observation, interview, recording and note taking and descriptive qualitative method is applied to analyze the data. The result of the analysis found that the emotional lexical is used by the male and female in their social interaction, it could mention that both Augmentatives and Euphemisms is used by male and female in their social interaction however the augmentative is mostly used by female in informal occasion. Balinese female often used prohibition instead of imperative in expressing her idea about ordering someone to do something. In the other hand, the male directly used imperative sentence in ordering something. He usually does not use many awkwardness to say his point in a conversation. This may be considered that the male often go to the straight point when expressing his idea. Keywords: Emotional Lexicon, Male and Female


2021 ◽  
Vol 7 (4) ◽  
Author(s):  
Janine Joy L. Tenerife ◽  
Emerson D. Peteros ◽  
Susana D. Manreal ◽  
Lilibeth C. Pinili ◽  
John V. de Vera ◽  
...  

<p>This research assessed the social interaction and the academic performance of the deaf and hard of hearing students in a school for the deaf in Cebu City, Philippines. There were 49 respondents who were assessed in terms of their social interaction and academic performance. A survey questionnaire was used to assess the level of their social interaction and their grades were used to measure their academic performance. Data gathered were treated statistically using descriptive and inferential statistics. Results showed that the respondents had an average age of 19.5 years old that are deaf with 3 to 4 siblings. The respondents had high social interaction with their teachers and peers but had moderate social interaction with their family members and very low social interaction with the hearing students. They perform satisfactorily in school. There were significant relationships between their interaction with their family members and the hearing students. Thus, school administrators are encouraged to design programs that would improve the social interactions of the deaf and hard of hearing students within the school community and at home. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0970/a.php" alt="Hit counter" /></p>


Animals ◽  
2021 ◽  
Vol 11 (11) ◽  
pp. 3288
Author(s):  
Marzia Baldachini ◽  
Barbara Regaiolli ◽  
Miquel Llorente ◽  
David Riba ◽  
Caterina Spiezio

Social laterality in non-human primates has started to attract attention in recent years. The positioning of individuals during social interactions could possibly suggest the nature of a relationship and the social ranking of the subjects involved. The subjects of the present study were 12 adult Barbary macaques (Macaca sylvanus) housed in a zoological garden. We carried out fourteen 210-min video-recorded sessions and we used a focal animal sampling method to collect the position of the subjects during different social interactions. Data on the position of each macaque during three types of social interactions were collected (approach, proximity and affiliative contacts). Moreover, we focused on the outcomes of dyadic agonistic encounters to build the hierarchy of the colony. For each social interaction, two conditions were considered: the side preference (being kept on the left or on the right) and the sagittal preference (being kept in front or on the rear). Bouts of preference of different positions were collected for different social interactions (approach, proximity and contacts). No group-level side preferences were found for any social interaction, suggesting that both hemispheres might be complemental and balance each other during intraspecific communication. For the sagittal preference, we found a group-level bias for proximity, with macaques being kept in front rather than on the rear by close conspecifics. This might be due to the need to detect emotions and intentions of conspecifics. Moreover, high-ranking individuals are kept more frontally than on the rear when in proximity with other macaques. More studies are needed to better investigate social laterality, possibly distinguishing more categories of social interaction, and detecting other variables that might influence the positioning preferences.


2019 ◽  
Vol 1 (39) ◽  
pp. 109
Author(s):  
Marlina Marlina ◽  
Grahita Kusumastuti

<p>This article examines the social participation of students with special needs in four aspects, namely friendship, interaction, social self-perception, and  peers acceptance. This study discuss about the social participation of students with special needs in inclusive school. This research is descriptive quantitative and the relationship between the four aspects of social participation. The subject of this research are students with special needs and regular students in ten inclusive elementary school, Padang. The social self-perception was measured with three aspects such as the Self-Perception Profile for Children, The Self-Description Questionnaire and Peer Social Acceptance The results showed that the majority of students with special needs have a satisfying level of social participation. However, if compared with their peers (regular students), students with special needs are more likely to have difficulties on social participation. In general, students with special needs have fewer friends and have less cohesive friendship than their peers. In addition, students with special needs have less interaction with peers, more interaction with the teacher, and less accepted by their normal peers. Social self-perception of students with special needs and regular students are no different. There is no significant differences in social participation in both groups.</p><p> </p><p>Straipsnyje analizuojamas specialiųjų ugydymosi poreikių turinčių mokinių socialinis dalyvavimas keturiais aspektais: draugystės, interakcijos, socialinės savivokos ir bendramokslių priėmimo. Taip pat aptariamas jų socialinis dalyvavimas inkliuzinėje mokykloje. Be to, aprašomuoju būdu analizuojami kiekybiniai santykiai tarp šių keturių socialinio dalyvavimo aspektų. Duomenys buvo renkami iš tiek turinčių, tiek ir neturinčių specialiųjų ugdymosi poreikių mokinių, besimokančių dešimtyje inkliuzinių pradinių mokyklų Padange. Socialinė savivoka buvo tiriama trimis aspektais: vaikų<br />savivokos profilis, savęs apibūdinimo klausimynas ir bendramokslių socialinis priėmimas. Rezultatai parodė, kad dauguma specialiųjų ugdymosi poreikių turinčių mokinių demonstruoja patenkinamą socialinio dalyvavimo lygį. Kaip bebūtų, lyginant su jų bendramoksliais (įprastos raidos mokiniais), yra labiau tikėtina, kad jiems kyla sunkumų socialiai dalyvauti, jie turi mažiau draugų ir jų draugystė ne tokia glaudi. Be to, jie daugiau bendrauja su savo mokytoja (-u) ir yra mažiau priimami specialiųjų ugdymosi poreikių neturinčių bendramokslių, kurių socialinė savivoka skiriasi.</p>


2021 ◽  
Vol 52 (2) ◽  
pp. 157-192
Author(s):  
Sofie Boldsen

Abstract Autistic difficulties with social interaction have primarily been understood as expressions of underlying impairment of the ability to ‘mindread.’ Although this understanding of autism and social interaction has raised controversy in the phenomenological community for decades, the phenomenological criticism remains largely on a philosophical level. This article helps fill this gap by discussing how phenomenology can contribute to empirical methodologies for studying social interaction in autism. By drawing on the phenomenology of Maurice Merleau-Ponty and qualitative data from an ongoing study on social interaction in autism, I discuss how qualitative interviews and participant observation can yield phenomenologically salient data on social interaction. Both, I argue, enjoy their phenomenological promise through facilitating attention to the social-spatial-material fields in and through which social interactions and experiences arise. By developing phenomenologically sound approaches to studying social interaction, this article helps resolve the deficiency of knowledge concerning experiential dimensions of social interaction in autism.


1986 ◽  
Vol 3 (1) ◽  
pp. 41-47
Author(s):  
Keith D. Ballard ◽  
Terence J. Crooks

Data on rate and qualitative features of social interactions and on peer social involvement in play were obtained from repeated observation measures taken across 14 to 23 weeks on two children randomly selected from each of 6 kindergartens. Session-by-session variability was found to be a feature of the social interaction and social play data, and there was evidence that social behaviours may vary systematically across different kindergarten settings. A case is made for obtaining normative data in each setting of interest in order to identify atypical behaviour and to evaluate the social validity of intervention outcomes.


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