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- Title
Perceived Social Acceptance and Peer Intimacy Among Children with Disabilities in Regular Schools in Norway.
- Authors
Wendelborg, Christian; Kvello, Øyvind
- Abstract
Background The purpose of this study was to explore the relationship between educational arrangements, social participation during leisure time and perceived social acceptance and peer intimacy among disabled children. Methods Eighty-five Norwegian children with disabilities, 11- to 13-year old, and their parents, participated in this study. An empirical model was generated by means of structural equation modelling usinglisrel. Results The type and severity of the impairment has no direct effect on perceived social acceptance and peer intimacy, but an indirect effect because they influence educational arrangements, which in turn predict social participation in leisure time. Social participation in leisure time is the only variable with a direct effect on perceived social acceptance and peer intimacy. Conclusions Educational arrangements may obstruct the opportunities of children with disabilities have for participating and interacting socially during leisure time and may further have a negative impact on their perceived social acceptance and peer intimacy.
- Subjects
CHILDREN with disabilities; SOCIAL acceptance; EDUCATION of children with disabilities; SOCIAL work with disabled children; EXCEPTIONAL children; SOCIAL groups; SOCIAL adjustment; SOCIAL interaction; GUARDIAN &; ward
- Publication
Journal of Applied Research in Intellectual Disabilities, 2010, Vol 23, Issue 2, p143
- ISSN
1360-2322
- Publication type
Article
- DOI
10.1111/j.1468-3148.2009.00515.x