scholarly journals Social Experiences of Children With Disabilities in Inclusive Portuguese Preschool Settings

2016 ◽  
Vol 39 (1) ◽  
pp. 33-50 ◽  
Author(s):  
Milene Ferreira ◽  
Cecília Aguiar ◽  
Nadine Correia ◽  
Margarida Fialho ◽  
Júlia Serpa Pimentel
Keyword(s):  
Children With Disabilities ◽  
Social Acceptance ◽  
Social Rejection ◽  
Social Experiences ◽  
Preschool Classrooms ◽  
Increased Risk ◽  
Inclusive Preschool ◽  
The Social ◽  
Social Network Centrality ◽  
Peer Nominations

Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers’ awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal ( Mage = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers’ classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.

Social Acceptance of Mentally Retarded Children in Regular Schools in Relation to Years Mainstreamed

1989 ◽  
Vol 64 (2) ◽  
pp. 375-380 ◽  
Author(s):  
Neil Brewer ◽  
Joanne M. Smith
Keyword(s):  
Social Status ◽  
Social Acceptance ◽  
Extended Period ◽  
Mentally Retarded ◽  
Social Rejection ◽  
The Social ◽  
Extended Contact ◽  
Mentally Retarded Children

This study examined whether the social status of mainstreamed retarded children among their nonretarded peers improved as a consequence of extended contact. A sociometric questionnaire was administered to the nonretarded classmates of two groups of retarded children mainstreamed for an average of 1.7 yr. and 4 yr., respectively. Social acceptance of retarded children was low relative to their nonretarded peers. However, in contrast with previous research, retarded children did not receive higher social rejection ratings. Acceptance and rejection measures did not indicate any improvement in social status of the retarded children as a result of an extended period of mainstreaming.

Emotional and Cognitive Consequences of Social Rejection: An Entry Door to Major Depression

2019 ◽  
pp. 211-224 ◽  
Author(s):  
Philippe Fossati ◽  
Sophie Hinfray ◽  
Anna Fall ◽  
Cédric Lemogne ◽  
Jean-Yves Rotge
Keyword(s):  
Major Depression ◽  
Social Exclusion ◽  
Social Acceptance ◽  
Social Rejection ◽  
Anterior Cingulate ◽  
Social Signals ◽  
The Social ◽  
Interpersonal Difficulties ◽  
Homeostatic System

Interpersonal factors are strong predictors of the onset and course of major depression. However, the biological and neural bases of interpersonal difficulties in major depression are unknown. In this chapter we describe a general homeostatic system that monitors the social acceptance of individuals. We show that this system is activated in response to actual or putative threats to social acceptance and signals of social rejection. Our model describes a cascade of cognitive, emotional, and behavioural consequences of social exclusion. The model emphasizes the role of specific regions—the subgenual anterior cingulate, the insula, and the default mode network—in the detection and regulation of social signals. Hence we propose that major depressive disorder is tightly linked to the processing of social exclusion and may represent a specific impairment in the homeostatic system that monitors social acceptance.

scholarly journals Teachers' Accuracy in Estimating Social Inclusion of Students With and Without Special Educational Needs

2020 ◽  
Vol 5 ◽  
Author(s):  
Jürgen Wilbert ◽  
Karolina Urton ◽  
Johanna Krull ◽  
Pawel R. Kulawiak ◽  
Anja Schwalbe ◽  
...  
Keyword(s):  
Social Inclusion ◽  
Social Acceptance ◽  
Self Report ◽  
Learning Problems ◽  
Special Educational Needs ◽  
Rating Accuracy ◽  
The Social ◽  
Language Problems ◽  
Peer Nominations ◽  
Shed Light

It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students (N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers (N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclusion and self-perceived social inclusion were administered. The results suggest that teachers are moderately accurate in identifying social acceptance and social rejection, while accuracy is low when assessing students' self-perceived social inclusion. That said, rating accuracy varied strongly between teachers, ranging from no agreement to a perfect concordance. Teachers seem to be more accurate in estimating the social acceptance of students with learning problems. The results emphasize the importance of differentiating between various social inclusion criteria (i.e., students' self-report vs. peer nominations) and accounting for inter-individual differences in teachers' rating accuracy.

scholarly journals Comparative Pessimism or Optimism: Depressed Mood, Risk-Taking, Social Utility and Desirability

2015 ◽  
Vol 18 ◽  
Author(s):  
Isabelle Milhabet ◽  
Emmanuelle Le Barbenchon ◽  
Laurent Cambon ◽  
Guylaine Molina
Keyword(s):  
Social Desirability ◽  
Risk Taking ◽  
Social Acceptance ◽  
Social Rejection ◽  
Two Dimensions ◽  
Social Utility ◽  
Comparative Optimism ◽  
The Social ◽  
The Future ◽  
Risk Takers

AbstractComparative optimism can be defined as a self-serving, asymmetric judgment of the future. It is often thought to be beneficial and socially accepted, whereas comparative pessimism is correlated with depression and socially rejected. Our goal was to examine the social acceptance of comparative optimism and the social rejection of comparative pessimism in two dimensions of social judgment, social desirability and social utility, considering the attributions of dysphoria and risk-taking potential (studies 2 and 3) on outlooks on the future. In three experiments, the participants assessed either one (study 1) or several (studies 2 and 3) fictional targets in two dimensions, social utility and social desirability. Targets exhibiting comparatively optimistic or pessimistic outlooks on the future were presented as non-depressed, depressed, or neither (control condition) (study 1); non-depressed or depressed (study 2); and non-depressed or in control condition (study 3). Two significant results were obtained: (1) social rejection of comparative pessimism in the social desirability dimension, which can be explained by its depressive feature; and (2) comparative optimism was socially accepted on the social utility dimension, which can be explained by the perception that comparatively optimistic individuals are potential risk-takers.

scholarly journals The Contribution of Self-Involvement and Social Rejection to Social Change Perception

2017 ◽  
Vol 33 (1) ◽  
pp. 1-10
Author(s):  
Juneman Abraham ◽  
Bagus Takwin
Keyword(s):  
Social Cognition ◽  
Social Acceptance ◽  
Social World ◽  
Social Rejection ◽  
Social Changes ◽  
Social Worlds ◽  
Colonial Mentality ◽  
Blockchain Technology ◽  
Change Perception ◽  
The Social

Eibach, Libby, and Gilovich’s (2003) experimental research suggested that people with less self-change awareness will perceive that their social worlds change more than do those who are more aware that they themselves are changing. This present review, based on two other studies, serves as a further research recommendation to expand their thesis. Social cognition experiments conducted by Cloutier and Macrae (2008) as well as by Hess and Pickett (2010) using the social memory paradigm indicated that if a person experiences: (1) personal disengagement (self-univolvement, i.e. his/her experience is chosen by others); and (2) social rejection, then he/she will be less aware of him/herself, and will remember more (or is more aware of) information regarding other people (others > self). Reversely, a person with: (1) self-involvement (i.e. selects his/her own experience); and (2) social acceptance experience, will be more aware of him/herself than of others (self > others) and will perceive the social world to change less. Based on those findings, the authors hypothesize that self-involvement and social rejection–as variables that influence the awareness of self (changes)–influence one’s perception of social changes. Some applications related to colonial mentality, as well as Bitcoin and blockchain technology, are presented as illustrations to elaborate the conjecture.

A Descriptive Assessment of Social Relationships in Integrated Classrooms

1994 ◽  
Vol 19 (4) ◽  
pp. 302-313 ◽  
Author(s):  
Laura J. Hall
Keyword(s):  
Young Children ◽  
Social Status ◽  
Social Relationships ◽  
Children With Disabilities ◽  
Free Play ◽  
Teaching Staff ◽  
The Social ◽  
Integrated Classrooms ◽  
The Individual ◽  
Peer Nominations

Multiple measures were used in four integrated classes of young children to assess the social relationships. Observational recordings during indoor and outdoor free play activities, peer nominations, and teacher and peer interviews provided information about social status and strength of association between children with disabilities and their classmates. Results revealed that reciprocal, positive relationships were found between children with disabilities and classmates in all classes. However, the individual differences in social status and social profile of the children with disabilities indicate that varied patterns of social relationships are found in integrated classrooms. A brief interview with the young children and teaching staff provided valuable information about relationships based on: helping or pity, shared interest in activities, and friendship. Expectations regarding the social relationships in integrated classes are discussed.

scholarly journals Friendships and Social Acceptance of Portuguese Children With Disabilities: The Role of Classroom Quality, Individual Skills, and Dosage

2019 ◽  
Vol 39 (3) ◽  
pp. 183-195
Author(s):  
Milene Ferreira ◽  
Cecília Aguiar ◽  
Nadine Correia ◽  
Margarida Fialho ◽  
Júlia Serpa Pimentel
Keyword(s):  
Children With Disabilities ◽  
Social Acceptance ◽  
Social Experiences ◽  
Classroom Quality ◽  
Behavioral Difficulties ◽  
Moderating Effects ◽  
Behavioral Skills ◽  
Childhood Education ◽  
Inclusive Early Childhood

Positive social experiences with peers are important for children with disabilities attending inclusive early childhood education (ECE). This study investigated the associations between classroom quality; children’s verbal, social, and behavioral skills; and the friendships and social acceptance of children with disabilities, while testing the moderating effects of ECE dosage. Eighty-six children with disabilities (63 boys; Mage = 67.53 years, SD = 10.54 years), attending 86 inclusive ECE classrooms from the Metropolitan Area of Lisbon, Portugal, participated in the study. We found no effects of classroom quality on children’s social acceptance and friendships and ECE dosage did not moderate this association. However, ECE dosage moderated the association between children’s individual skills and their social acceptance and friendships. Findings suggest that more time in ECE is not enough to support children’s social acceptance, particularly for children with increased language and behavioral difficulties, who likely require more intensive and individualized interventions to support their peer-related social experiences.

"I Too Could Be Gay If I Wanted"

2010 ◽  
Vol 39 (4) ◽  
Author(s):  
Juan Herrero-Brasas
Keyword(s):  
Sexual Identity ◽  
Emotional Experience ◽  
Religious Studies ◽  
Social Rejection ◽  
Religious Attitudes ◽  
Queer People ◽  
The Social

An important factor in the social rejection and marginalization of queer people is misplaced empathy. When it comes to sexual identity, putting oneself in someone else's shoes, if bringing into those shoes a radically non-queer emotional experience, will only lead to further lack of understanding and misconceptions. The religious studies classroom provides a privileged setting for exposing that wrong kind of empathy and help the students reflect about the ways in which negative religious attitudes to queerness may be tainted with it.

External sources promoting resilience in adults with intellectual disabilities: A systematic literature review

2020 ◽  
pp. 174462952096194 ◽  
Author(s):  
Femke Scheffers ◽  
Xavier Moonen ◽  
Eveline van Vugt
Keyword(s):  
Social Network ◽  
Literature Review ◽  
Intellectual Disabilities ◽  
Positive Emotions ◽  
Network Support ◽  
Increased Risk ◽  
The Social ◽  
The Face ◽  
External Sources ◽  
Adults With Intellectual Disabilities

Background: Persons with an intellectual disability are at increased risk of experiencing adversities. The current study aims at providing an overview of the research on how resilience in adults with intellectual disabilities, in the face of adversity, is supported by sources in their social network. Method: A literature review was conducted in the databases Psycinfo and Web of Science. To evaluate the quality of the included studies, the Mixed Method Appraisal Tool (MMAT) was used. Results: The themes: “ positive emotions,” “ network acceptance,” “ sense of coherence” and “ network support,” were identified as sources of resilience in the social network of the adults with intellectual disabilities. Conclusion: The current review showed that research addressing sources of resilience among persons with intellectual disabilities is scarce. In this first overview, four sources of resilience in the social network of people with intellectual disabilities were identified that interact and possibly strengthen each other.

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