ABSTRACT
The aim of the present research work was to describe and analyze the interpersonal relations between students with intellectual disabilities (ID) and their classmates in inclusive school contexts. This is a quantitative and qualitative research work carried out in classrooms in the first years of elementary school. Indicators for the students with ID participation in interpersonal relations were raised through interviews with 268 students, 13 with ID. Based these results, six students with ID were chosen as targets for systematic observation sessions. It was observed that interpersonal relationships were influenced by: the role of the lead teachers and educational supporters; the ID students’ social competence and their characteristics; the classroom environment. It is believed that, by means of investment in the promotion of social skills at school, it will be possible to contribute to the construction of an appropriate environment to inclusive educational practices.
Keywords:
interpersonal relationships; social skills; school inclusion
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Rejeição: rejection; Aceitação: acceptanceSource: Master’s dissertation defended by the author.
Source: master’s dissertation defended by the first authors.
Source: master’s dissertation defended by the author.
Source: master’s dissertation by the author.