Enhancing social acceptance of early adolescents with physical disabilities: effects of role salience, peer interaction, and academic support interventions
By: Mpofu, Elias.
Series: International Journal of Disability Development and Education 50 (4) 2003: 435-454.Publisher: 2003Content type: text Media type: unmediated Carrier type: volume Subject(s): ADOLESCENTS
| AFRICA | EDUCATIONAL PROGRAMMES | PHYSICAL DISABILITY | SOCIAL INTEGRATION | SOCIAL INTERACTIONSummary: Designs and tests the effectiveness of a school-based programme for enhancing the social acceptance of early adolescents (11 to 14 years) with physical disabilities attending ordinary schools in Zimbabwe. Found that a peer interaction intervention was more effective than role salience (refers to role visibility and importance to the individual or social group) and academic support interventions in raising the actual social status of students with physical disabilities.
| 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) | 18705 |
Total holds: 0
Designs and tests the effectiveness of a school-based programme for enhancing the social acceptance of early adolescents (11 to 14 years) with physical disabilities attending ordinary schools in Zimbabwe. Found that a peer interaction intervention was more effective than role salience (refers to role visibility and importance to the individual or social group) and academic support interventions in raising the actual social status of students with physical disabilities.
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