SOCIAL STATUS OF STUDENTS WITH ASPERGER SYNDROME IN AN INCLUSIVE CLASS IN THE MORAVIAN-SILESIAN REGION

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F20%3AA21024V1" target="_blank" >RIV/61988987:17450/20:A21024V1 - isvavai.cz</a>

Výsledek na webu

<a href="https://library.iated.org/view/ADAMUS2020SOC" target="_blank" >https://library.iated.org/view/ADAMUS2020SOC</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2020.0296" target="_blank" >10.21125/inted.2020.0296</a>

Jazyk výsledku

angličtina

Název v původním jazyce

SOCIAL STATUS OF STUDENTS WITH ASPERGER SYNDROME IN AN INCLUSIVE CLASS IN THE MORAVIAN-SILESIAN REGION

Popis výsledku v původním jazyce

This article presents results of the research executed in mainstream schools in Moravian-Silesian Region. This area was examined to find a position of the student with the autistic spectrum disorder in their class, as well as to show how the students’ disorder affects their social status and their schoolmates’ attitude towards autistic students. The main research method used for the analysis of the peer relationship was a standard sociometric-rating questionnaire (SO-RA-D). Two indexes were used to evaluate the position of examined students: index of influence, i.e. measure of students’ participation on class activities, and index of individual sympathy, i.e. measure of acceptance of the autistic student. The research was carried out at five elementary schools in Moravian-Silesian Region in the Czech Republic. This article contains partial results at the end of the school year 2018/2019. The total number of participants was 113 students, including 7 autistic students. The article presents remarkable results of analysis which clarify peer to peer relations between students with the autistic spectrum disorder and their intact peers in common elementary schools. During a school year, the school is a place where students spend major part of their time. The research results shows that the position of students with autism within a group of peers is likely to be influenced by many individual factors (e.g. the student’s personality and deficiencies in the student’s social behaviour) as well as social factors (such as structure and attitude of the class and the teacher’s role) which the survey did not monitor. The following variables were monitored within the sociometric survey: the size of the class, gender and age of the classmates, and the associated difficult behaviour.

Název v anglickém jazyce

SOCIAL STATUS OF STUDENTS WITH ASPERGER SYNDROME IN AN INCLUSIVE CLASS IN THE MORAVIAN-SILESIAN REGION

Popis výsledku anglicky

This article presents results of the research executed in mainstream schools in Moravian-Silesian Region. This area was examined to find a position of the student with the autistic spectrum disorder in their class, as well as to show how the students’ disorder affects their social status and their schoolmates’ attitude towards autistic students. The main research method used for the analysis of the peer relationship was a standard sociometric-rating questionnaire (SO-RA-D). Two indexes were used to evaluate the position of examined students: index of influence, i.e. measure of students’ participation on class activities, and index of individual sympathy, i.e. measure of acceptance of the autistic student. The research was carried out at five elementary schools in Moravian-Silesian Region in the Czech Republic. This article contains partial results at the end of the school year 2018/2019. The total number of participants was 113 students, including 7 autistic students. The article presents remarkable results of analysis which clarify peer to peer relations between students with the autistic spectrum disorder and their intact peers in common elementary schools. During a school year, the school is a place where students spend major part of their time. The research results shows that the position of students with autism within a group of peers is likely to be influenced by many individual factors (e.g. the student’s personality and deficiencies in the student’s social behaviour) as well as social factors (such as structure and attitude of the class and the teacher’s role) which the survey did not monitor. The following variables were monitored within the sociometric survey: the size of the class, gender and age of the classmates, and the associated difficult behaviour.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2020

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

INTED 2020 Proceedings

ISBN

978-84-09-17939-8

ISSN

2340-1079

e-ISSN

—

Počet stran výsledku

9

Strana od-do

801-809

Název nakladatele

IATED Academy

Místo vydání

Valencia, Spain

Místo konání akce

Valencia

Datum konání akce

2. 3. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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