Social Support in Inclusive Classrooms: The Role of Teachers

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.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Pavri, Shireen Cavas

Contributors dc:contributor

• Monda-Amaya, Lisa

• Education, Curriculum and Instruction

Language dc:language

eng

Identifier

(MiAaPQ)AAI9944963

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80343