Social Support in Inclusive Schools: Student and Teacher Perspectives

By Shireen Pavri, L. Monda-Amaya. 2001

102 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/bed1621ec75dc04ef5eb7ae61180dffb08de2927

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. E. Avramidis
2. S. Pijl
3. G. Lindsay
4. P. Frostad
5. Chad A. Rose
6. Dorothy Espelage

In Education

1. S. Pijl
2. E. Avramidis
3. G. Lindsay
4. A. Minnaert
5. A. D. de Boer
6. Timo Saloviita
7. U. Sharma
8. P. Frostad

In Safety Research

1. S. Pijl
2. G. Lindsay
3. E. Avramidis

Citations in the corpus

• Educational psychology and the effectiveness of inclusive education/mainstreaming. (2007, background): “Pavri and Monda-Amaya (2000, 2001) in two studies of 20 and 30 children, respectively, report that although children with learning disabilities felt part of a social network, many felt loneliness at school.”
• Self-concept, social position and social participation of pupils with SEN in mainstream primary schools (2013, result): “Nevertheless, other studies have shown that, despite their generally low social status, children accredited with SEN had managed to form and maintain some positive social relationships in inclusive settings and felt part of a social network (Meyer 2001; Pavri and Monda-Amaya 2001).”
• Discrepancies in judging social inclusion and bullying of pupils with behaviour problems (2004, background): “Pavri and Monda-Amaya (2001) argue that teachers also play a critical role in assisting pupils in acquiring social skills and in fostering social relationships by facilitating peer interactions and friendships in the classroom.”