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Auteur Elliot TURIEL |
Documents disponibles écrits par cet auteur (1)
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To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students / Kristen BOTTEMA-BEUTEL in Autism, 21-1 (January 2017)
[article]
Titre : To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Elliot TURIEL, Auteur ; Mila N. DEWITT, Auteur ; Pamela J WOLFBERG, Auteur Article en page(s) : p.51-60 Langues : Anglais (eng) Mots-clés : autism spectrum disorder elementary students inclusion moral reasoning social domain theory Index. décimale : PER Périodiques Résumé : Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students’ evaluations, reasoning patterns, and reasoning complexity regarding the failure to include children with autism spectrum disorder in social activities. Forty-four elementary-aged students participated in interviews, which included vignettes describing four contexts in which a child with autism spectrum disorder is not invited to a social event. Responses were analyzed according to social domain theory, an approach emphasizing that children identify and coordinate different domains of social knowledge, including the moral, personal, societal, and prudential. Results showed that regardless of grade and context, most children judge that failure to include on the basis of disability status is not acceptable. However, the complexity of children’s reasoning (i.e. the extent to which they drew upon and coordinated multiple domains) was higher in older children. Mean complexity scores were also higher in a birthday party context as compared to a playdate context. We offer implications for future research and practice regarding the social inclusion of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism > 21-1 (January 2017) . - p.51-60[article] To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Elliot TURIEL, Auteur ; Mila N. DEWITT, Auteur ; Pamela J WOLFBERG, Auteur . - p.51-60.
Langues : Anglais (eng)
in Autism > 21-1 (January 2017) . - p.51-60
Mots-clés : autism spectrum disorder elementary students inclusion moral reasoning social domain theory Index. décimale : PER Périodiques Résumé : Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students’ evaluations, reasoning patterns, and reasoning complexity regarding the failure to include children with autism spectrum disorder in social activities. Forty-four elementary-aged students participated in interviews, which included vignettes describing four contexts in which a child with autism spectrum disorder is not invited to a social event. Responses were analyzed according to social domain theory, an approach emphasizing that children identify and coordinate different domains of social knowledge, including the moral, personal, societal, and prudential. Results showed that regardless of grade and context, most children judge that failure to include on the basis of disability status is not acceptable. However, the complexity of children’s reasoning (i.e. the extent to which they drew upon and coordinated multiple domains) was higher in older children. Mean complexity scores were also higher in a birthday party context as compared to a playdate context. We offer implications for future research and practice regarding the social inclusion of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297