Loneliness and Students With Learning Disabilities in Inclusive Classrooms: Self-Perceptions, Coping Strategies, and Preferred Interventions

Knowledge and Perceptions of Students with Disabilities in Regard to a Resource Room in a Private School

“…In some cases, students with learning disabilities have reported being rejected by their peers, socially unaccepted and expressed feelings of loneliness (Margalit, 1994). In the majority of studies concerning loneliness, students with mild disabilities reported a higher degree of loneliness than their peers (Pavri & Monda-Amaya, 2000). Leondari (1993) portrays the conflict in placement.…”

“…In addition, students in inclusive classrooms were more accepted by peers, and teachers reported fewer behavior problems (Wiener & Tardif, 2004). The classroom teacher plays a vital role in developing a welcoming and accepting climate in the general classroom (Pavri & Monda-Amaya, 2000). A study by Fryxell and Kennedy (1995) revealed that students with severe disabilities that were serviced in the general classroom made more social contacts and developed deeper friendships than students serviced in self-contained classrooms.…”

Examination of the Psychometric Properties of the Children’s Loneliness Scale for Students with and without Special Needs in Inclusive Classrooms

“…Studies report that children with special needs have inadequate social skills, more problem behaviors, and difficulty in forming appropriate social relationships when compared to their typically developing peers (Sabornie & Beard, 1990, Sucuoğlu & Özokçu, 2005. Overall, it is observed that these children are less often accepted, more often rejected by their peers (Baydık & Bakkaloğlu, 2009;Guralnick, Conner, Hammond, Gottman, & Kinnish, 1996;Koster, Pijl, Nakken, & Van Houten, 2010;Odom et al, 2006;Rotheram-Fuller, Kasari, Chamberlain, & Locke, 2010), and have increased levels of loneliness (Bakkaloğlu, 2010;Heiman & Margalit, 1998;Jobe & White, 2007;Pavri & Monda-Amaya, 2000;Williams & Asher, 1992) than typically developing children.…”

“…In addition to these, information collected from rating scales and interviews held with people who interact with the children in or out of school such as teachers, parents, and others are used to assess loneliness. Children without close friends are regarded as lonely in several studies that have been conducted on the assessment of children's loneliness (Cassidy & Asher, 1992;Parker & Asher, 1993;Pavri & Monda-Amaya, 2000) whereas other studies have reported that loneliness is related to peer acceptance (Asher et al, 1984;Asher & Wheeler, 1985;Cassidy & Asher, 1992;Parkhurst & Asher, 1992;Yu, Zhang, & Yan, 2005). The quality of peer relations and peer acceptance contributes differently to the predictions of children's loneliness (Burgess, Ladd, Kochenderfer, Lambert, & Birch, 1999).…”

"Deporte inclusivo en la escuela": diseño y análisis de un programa de intervencion para promover la inclusión del alumnado con discapacidad en Educación Física

“…Investigaciones del ámbito sugieren que los alumnos con discapacidad pertenecientes a centros de integración suelen ser más rechazados, menos populares o más ignorados que otros chicos de su edad sin discapacidad, a menos que se realicen intervenciones para la mejora de estos aspectos (Pavri y Monda-Amaya, 2000;Scheepstra, Nakken, y Pijl, 1999).…”