To include or not to include : Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students
By: Bottema-Beutel, Kristen.
Contributor(s): Turiel, Elliot | DeWitt, Mila N | Wolfberg, Pamela J.
Series: Autism 21 (1) January 2017: 51-60. 2017Disc region: text file PDF rda.Content type: text Media type: computer Carrier type: online resource Subject(s): AUTISM
| CHILDREN | PRIMARY SCHOOL AGE | PEERS | INCLUSION | EXCLUSION | MORAL REASONING | SOCIAL DOMAIN THEORYOnline resources: Read this Article Summary: 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.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | W009451 |
Total holds: 0
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.
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