A Follow-Up Study of the Peer Relationships of Children with Disabilities in an Inclusive School

By L. J. Hall, Jodie A. McGregor. 2000

110 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2b812930cdc141485b2a729db82d22587a1506c7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. S. Pijl
2. E. V. van Houten
3. M. Koster
4. H. Nakken
5. M. Carter
6. G. Lindsay
7. E. Avramidis
8. A. Garrote

In Social Psychology

1. G. Lindsay
2. E. Avramidis
3. Robyn M. Gillies
4. Robert J. Marzano
5. Andrew J. Martin
6. David Boud
7. Louisa H.Y. Tsi
8. Cecilia Ka Yuk Chan

In Sociology and Political Science

1. S. Pijl
2. E. V. van Houten
3. M. Koster
4. H. Nakken
5. G. Lindsay
6. E. Avramidis

Citations in the corpus

• Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “For example, Hall and McGregor (2000) show that three children with disabilities were involved in a variety of peer relationships during kindergarten and Grade 1, but this level of involvement reduced by upper elementary grades (10–13 years), e.g. reciprocal nominations as playmate for two of the…”
• Social Integration of Students with Autism in Inclusive Settings (2005, unknown): “Few studies have looked at social networks of students with disabilities, yet those that have find these students do have signifi-cant relationships with peers in general education classrooms (Farmer & Farmer; Hall & McGregor, 2000; Pearl et al.).”
• The Social Skills and Social Status of Mainstreamed Students with Intellectual Disabilities (2002, background): “The subject descriptions provided by Hall (1994) and Hall and McGregor (2000) suggested that these students had moderate to severe levels of disability.”
• Being part of the peer group: a literature study focusing on the social dimension of inclusion in education (2009, background): “Contrary to these authors, Hall and McGregor ( 2000 ) believe that assessment restricted to the social status of pupils with special needs might overlook essential aspects.”