{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80343"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80343","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Social Support in Inclusive Classrooms: The Role of Teachers","abstract":"Thirty students with learning disabilities (LD), in inclusive third to fifth grade classrooms, were interviewed about their social networks and perceived loneliness at school, the types of support they received from teachers, and their preferred interventions to specific social problem solving situations encountered at school. Sixty general and special educators working with students with LD also were interviewed about their role, strategies used, and preferred interventions in providing social support to students. Findings suggest that while students with LD feel part of a social network, many report school-related loneliness. General and special educators believe supporting students is part of their role and use similar strategies toward this purpose. There were discrepancies between students' and teacher' choices of preferred social support strategies.","abstract_html":"Thirty students with learning disabilities (LD), in inclusive third to fifth grade classrooms, were interviewed about their social networks and perceived loneliness at school, the types of support they received from teachers, and their preferred interventions to specific social problem solving situations encountered at school. Sixty general and special educators working with students with LD also were interviewed about their role, strategies used, and preferred interventions in providing social support to students. Findings suggest that while students with LD feel part of a social network, many report school-related loneliness. General and special educators believe supporting students is part of their role and use similar strategies toward this purpose. There were discrepancies between students' and teacher' choices of preferred social support strategies.","abstract_has_math":false,"creators":["Pavri, Shireen Cavas"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Monda-Amaya, Lisa"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:56:39Z","date_published":"2015-09-25T19:56:39Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Curriculum and Instruction"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9944963"],"render_values":[{"text":"(MiAaPQ)AAI9944963","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80343","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Monda-Amaya, Lisa"]},{"key":"dc:creator","label":"Author","values":["Pavri, Shireen Cavas"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:56:39Z","10000-01-01","1999"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Curriculum and Instruction"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80343","(MiAaPQ)AAI9944963"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Thirty students with learning disabilities (LD), in inclusive third to fifth grade classrooms, were interviewed about their social networks and perceived loneliness at school, the types of support they received from teachers, and their preferred interventions to specific social problem solving situations encountered at school. Sixty general and special educators working with students with LD also were interviewed about their role, strategies used, and preferred interventions in providing social support to students. Findings suggest that while students with LD feel part of a social network, many report school-related loneliness. General and special educators believe supporting students is part of their role and use similar strategies toward this purpose. There were discrepancies between students' and teacher' choices of preferred social support strategies.","Made available in DSpace on 2015-09-25T19:56:39Z (GMT). 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Sixty general and special educators working with students with LD also were interviewed about their role, strategies used, and preferred interventions in providing social support to students. Findings suggest that while students with LD feel part of a social network, many report school-related loneliness. General and special educators believe supporting students is part of their role and use similar strategies toward this purpose. There were discrepancies between students' and teacher' choices of preferred social support strategies.","Made available in DSpace on 2015-09-25T19:56:39Z (GMT). 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