Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions

2005 ◽  
Vol 30 (1) ◽  
pp. 15-25 ◽  
Author(s):  
Erik W. Carter ◽  
Lisa S. Cushing ◽  
Nitasha M. Clark ◽  
Craig H. Kennedy
Keyword(s):  
Social Interactions ◽  
Students With Disabilities ◽  
Peer Support ◽  
Academic Outcomes ◽  
Student Outcomes ◽  
Severe Disabilities ◽  
General Curriculum ◽  
The Social ◽  
Moderate To Severe Disabilities ◽  
The Impact

Peer support interventions are emerging as an effective alternative to traditional paraprofessional models for assisting students with moderate to severe disabilities to access the general curriculum. To contribute to the refinement of peer support interventions, we evaluated the impact of altering the number of participating peers on the social and academic outcomes of students with and without disabilities. Our findings indicated that changes in the configuration of peer support arrangements differentially affected student outcomes. Specifically, higher levels of social interaction and contact with the general curriculum were observed when students with disabilities worked with two peers relative to one peer. The additive benefits of a second peer provide guidance to educators concerning the implementation of peer support interventions in inclusive classrooms.

Examining peer support arrangements for students with visual impairment

2020 ◽  
pp. 026461962097215
Author(s):  
Michael Tuttle ◽  
Erik W. Carter
Keyword(s):  
General Education ◽  
Visual Impairment ◽  
Social Interactions ◽  
Peer Support ◽  
Inclusive Classroom ◽  
The Social ◽  
Positive Experiences ◽  
Multiple Probe ◽  
The Impact

Students with visual impairment (VI) often have limited social interactions in inclusive classroom settings. This study used a multiple-probe-across-participants design to evaluate the impact of peer support arrangements on the social interactions of three students with VI in general education classes. Students experienced higher levels of peer interaction while participating in peer support arrangements while maintaining high levels of academic engagement during the intervention. Most students and teachers reported that peer support arrangements provided positive experiences, resulted in multiple benefits, and could be implemented feasibly and acceptably in inclusive classrooms. We offer recommendations for research and practice aimed at enhancing the quality of inclusive experiences for students with VI.

scholarly journals Sociable Spotlight: The Impact of Interactive Artifacts to Ground the Social Interactions

2014 ◽  
Vol 29 (3) ◽  
pp. 288-300
Author(s):  
Naoki Ohshima ◽  
Yuta Yamaguchi ◽  
P. Ravindra S. De Silva ◽  
Michio Okada
Keyword(s):  
Social Interactions ◽  
The Social ◽  
The Impact

What to Do When People Stare: A Workshop to Teach Individuals With Disfiguring Conditions to Contend With Staring and Improve Control of Social Interactions

2019 ◽  
Vol 40 (6) ◽  
pp. 743-751
Author(s):  
Charlene Pell
Keyword(s):  
Nonprofit Organizations ◽  
Social Interactions ◽  
Social Implication ◽  
Facial Disfigurement ◽  
Psychosocial Consequences ◽  
The Social ◽  
The Media ◽  
Facial Difference ◽  
Workshop Evaluation ◽  
The Impact

Abstract Facial disfigurement due to any congenital or acquired condition is a social disability that can impede communication, contribute to awkward social interactions, and cause individuals with differences to be isolated and rejected. Yet, few interventions have been developed to address the psychosocial consequences of living with a visible difference, despite research indicating that the more visible the disfigurement is to others, the greater the social implication and challenge for the affected individual. This article reviews the impact of the “What to Do When People Stare” social and communication workshop, including its theoretical basis (drawn from anthropological research and theory pertaining to disfigurement), the phenomenon of staring, and the experience of being the target of a stare. The review highlights feedback from 46 individuals with disfiguring conditions caused by burns, dermatological conditions, and craniofacial conditions who completed a Workshop Evaluation Survey. The instructor, who has a facial difference, reviewed the science of staring, the role and influence of the media and beauty in society, myths associated with disfigurement, social and communication skills, and asked specific questions to elicit feelings and beliefs about why people stare, and how it feels to be the object of a stare. After completing the workshop, 80% of participants reported that they felt better prepared to cope with staring, and 83% reported a better understanding about the motives of staring. The workshop demonstrates the need to increase awareness of visible differences and to teach individuals with visible differences and the general public appropriate social skills for engaging with one another. The workshop’s success to date highlights the need for similar programs addressing the psychosocial communicative dimensions related to staring. Collaborations with burn centers and other nonprofit organizations that treat and assist individuals with psychosocial issues related to visible difference could strengthen content and assessment data.

Learner-Centered Professional Development: A Model to Increase Inclusion for Students With Moderate Intellectual Disability

Inclusion ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 125-139 ◽  
Author(s):  
Bree A. Jimenez ◽  
Tammy Barron
Keyword(s):  
Professional Development ◽  
General Education ◽  
Students With Disabilities ◽  
Severe Disabilities ◽  
Individual Student ◽  
Learner Centered ◽  
Teacher Skills ◽  
Universal Accessibility ◽  
Rate Of Increase ◽  
Moderate To Severe Disabilities

Abstract In the current climate of universal accessibility, it is not surprising that more students with disabilities are being served in inclusive contexts. Although the reported increase in inclusion rates are promising, the rate of increase of students with moderate to severe disabilities is thought to be much lower and inclusion is still a struggle for the students with the highest needs. Questions emerge regarding the effectiveness of teaching practices in relation to progress towards specific curricular goals, at least in part because of concerns about dependence on sophisticated teacher skills for meaningful inclusion to occur. General consensus in the field is that professional development may provide support to teachers to adequately serve students with disabilities. We sought to implement a model of professional development which first explored the unique strengths and needs of an individual student or small group of students with a moderate or severe disability who were already being served in the general education classroom. We were able to tailor the learner-centered professional development package based on the needs of the team as they work directly with this population to implement embedded instruction and team collaboration to address the content areas.

scholarly journals Online interaction of Olympic volunteers after the Games

2021 ◽  
Vol 4 (3) ◽  
pp. 53-64
Author(s):  
M. P. Sukharkova
Keyword(s):  
Social Capital ◽  
Social Interactions ◽  
Work Experience ◽  
Online Community ◽  
Great Influence ◽  
Sporting Events ◽  
Online Interactions ◽  
The Social ◽  
The Impact ◽  
Paralympic Games

The article is devoted to the community of Olympic volunteers after the event through the study of their online activity in social network “Vkontakte”. Olympic volunteering refers to the event-oriented direction of volunteering, which is characterized by a limited period of time for the implementation of volunteering practices, but a long period of training volunteers and the opportunity for volunteers to acquire unique work experience during the organization and holding of a major sports event. At the moment, there is a lack of research on the impact of events such as the Olympic and Paralympic Games on the volunteer community.The legacy of the 2014 Olympic and Paralympic Games for the volunteer community is studied in the article. In the course of the study, an attempt was made to find answers to the following research questions: do volunteers maintain social online interactions five or more years after the event; if volunteers continue online interactions, what topics are the most popular for discussion in the volunteer community. It is proved that volunteering at major sporting events contributes to the development of the social capital of volunteers, including by expanding the circle of acquaintances, that is, social interactions. At the same time, social networks have a great influence on the reproduction of social capital, so the indicators of online interactions of volunteers can indicate whether the volunteers support the circles of social interactions acquired while working at the games, and, thus, whether the volunteers support and use the social capital acquired while working at the event. During the entire period of time considered by us, the highest indicators of volunteer activity in the online community were noted from 2014 to 2016. The most relevant topics among the participants of the online community are the topics of volunteering: both memories of working at the games, as well as information about other volunteer programs and other topics, for example, tourism, etc.

scholarly journals ISTERI SEBAGAI PENCARI NAFKAH UTAMA: Studi terhadap Perajin Kapuk di Desa Imogiri, Bantul, Yogyakarta

2017 ◽  
Vol 9 (1) ◽  
pp. 47
Author(s):  
Siti Djazimah ◽  
Ihab Habudin
Keyword(s):  
Social Interactions ◽  
Negative Impact ◽  
Economic Independence ◽  
The Social ◽  
The Family ◽  
Wage Earners ◽  
Positive Traits ◽  
The Impact ◽  
The Village

Islam has expressly regulate the division of tasks and roles between husbands and wives fairly. Although the husband is obliged to provide sustenance for his wife and children, but the family law of Islam does not forbid a wife from helping her husband in making a living with her husband's consent and does not interfere with her obligations as a housewife. There is a wife in a family of craftsmen in the village of Tegal Kembang, Imogiri, Yogyakarta, which acts as the main breadwinners for their families. This article examines the wives who work as the wage earners by using the concept of maqa> s} id ash-shari'ah < 'ah. The impact that emerges of the role of the kapok craftsmen woman is more on the impacts that are in positive traits and it is associated with the hajjiy and daruriy needs. The wife who has an income has the economic independence power that can even sustain the needs of the family. Social interactions that occur in kapok craftsmen community, make a strong emotional connection between kapok craftsmen. While the social interaction with the "outside world" (consumers) clearly provides insight of the Kapok Craftsmen. As for the negative impact of the mother's role of Kapok craftsman towards parenting does not seem significant.[Islam secara tegas telah mengatur tentang pembagian tugas dan peran antara suami dan istri secara adil. Walaupun suami berkewajiban memberi nafkah kepada isteri dan anak-anaknya, tetapi hukum keluarga islam tidak melarang istri membantu suaminya dalam mencari nafkah dengan persetujuan suaminya dan tidak mengganggu kewajibannya sebagai seorang ibu rumah tangga. Ada istri pada keluarga perajin kapuk di dusun Tegal Kembang, Imogiri, Bantul,  Yogyakarta, yang berperan sebagai pencari nafkah utama bagi keluarganya. Tulisan ini mengkaji para isteri yang bekerja sebagai pencari nafkah dengan menggunakan konsep maqa>s}id asy-syari<‘ah. Dampak yang ditimbulkan dari peran yang dijalankan para ibu perajin kapuk adalah lebih pada dampak yang sifatnya positif dan hal ini terkait dengan kebutuhan yang sifatnya daruriy dan hajjiy. Para isteri yang mempunya penghasilan tersebut memiliki kemandirian dalam ekonomi bahkan dapat menopang kebutuhan keluarga. Interaksi sosial yang terjadi dalam komuitas perajin kapuk, menjadikan kuatnya hubungan emosional di antara perajin kapuk. Sementara  interaksi sosial dengan “dunia luar” (konsumen) jelas memberikan wawasan perajin kapuk semakin bertambah. Adapun dampak negatif peran ibu sebagai perajin kapuk terhadap pengasuhan anak tidak nampak secara signifikan.]

Efficacy of Paraeducators Facilitating Peer Support Arrangements for Elementary Students With Multiple Disabilities

2021 ◽  
pp. 074193252110636
Author(s):  
Kelsey J. Trausch ◽  
Matthew E. Brock ◽  
Eric J. Anderson
Keyword(s):  
Elementary Students ◽  
Secondary Students ◽  
Peer Support ◽  
Peer Interactions ◽  
Multiple Disabilities ◽  
Severe Disabilities ◽  
Functional Relations ◽  
Students With Severe Disabilities ◽  
Student Independence ◽  
The Impact

Previous findings demonstrate peer support arrangements improve academic and social outcomes for secondary students with severe disabilities, but further research is needed to determine (a) the degree to which this practice would benefit younger students, (b) the impact on student independence, and (c) how teachers can best support paraeducator implementation. In this multiple-probe-across-participants design study, a teacher trained five paraeducators to facilitate peer support arrangements with four elementary students with multiple disabilities who were eligible for alternate assessment. We identified functional relations between teacher training and paraeducator implementation and between peer support arrangements and peer interactions. Interactions increased to levels similar to those of peers without disabilities. Students decreased their reliance on paraeducators for classroom routines when peers provided support. These findings show that the effectiveness of peer support arrangements extends to elementary students with multiple disabilities and replicate initial evidence for a promising model of teacher-implemented training for paraeducators.

scholarly journals The Social Utility and Health Benefits for Older Adults of Amenity Buildings in China’s Urban Parks: A Nanjing Case Study

2020 ◽  
Vol 17 (20) ◽  
pp. 7497
Author(s):  
Binyu Liu ◽  
Ye Chen ◽  
Meng Xiao
Keyword(s):  
Older Adults ◽  
Social Interactions ◽  
Public Space ◽  
Health Benefits ◽  
Age Groups ◽  
Urban Parks ◽  
Social Utility ◽  
Social Activities ◽  
The Social ◽  
The Impact

As China’s population rapidly ages, research and discussion on how to better optimize public spaces for the elderly’s health and benefit continue to deepen. This study uses observational surveys and questionnaires to investigate the elderly visitors of Nanjing’s urban parks and explore the impact the parks’ amenity buildings (structures built to provide visitors with conveniences, e.g., shelters and pavilions) has on their health and associated socialization tendencies. Data were collected from ten amenity buildings in ten separate parks to compose a total dataset of 728 activity statistics and 270 valid questionnaires. The study’s results indicate that amenity buildings significantly increase opportunities for older adults to socialize and thereby can increase this demographic’s associated health benefits. The social activities formed around amenity buildings are found to improve social interactions and connectedness among older adults more compared to other age groups. Elderly participation in social activities is also found to positively correlate with environmental characteristics. High-quality landscapes ensure healthy development of social activities within amenity buildings and promote the occurrence and continuation of social interactions. In order of highest to lowest impact on elderly activities, the following factors were identified and scored: amenity building scale, lighting, comprehensive surrounding environment, surrounding amenities, water features, and vegetation. This research also reveals that among existing amenity buildings, there is insufficient support for certain activities and therefore, parks need to be improved to address this deficiency. Overall, this study indicates that under China’s current aging trends, amenity buildings have become an especially important infrastructure within urban public space, and their design trend is to incorporate the dual characteristics of “recreation + society”.

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

2005 ◽  
Vol 71 (4) ◽  
pp. 431-444 ◽  
Author(s):  
Julie N. Causton-Theoharis ◽  
Kimber W. Malmgren
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Peer Interactions ◽  
Severe Disabilities ◽  
Multiple Baseline ◽  
Single Subject ◽  
Single Subject Design ◽  
Paraprofessional Training ◽  
The Social ◽  
Students With Severe Disabilities

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.

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