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Children with Down’s syndrome in mainstream schools: peer interaction in activities
Stockholm University, Faculty of Social Sciences, Department of Education.
2010 (English)In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 3, 283-294 p.Article in journal (Refereed) Published
Abstract [en]

The aim of this study was to explore interaction in school activities of pupils with Down syndrome in mainstream schools to understand enabling conditions. Six ten year old pupils with Down syndrome were observed in their class, and interviewed. By applying qualitative methodology, we identified two main categories; equal and unequal interaction. Unequal interaction comprised patterns of peer supported and non-supported interaction. Peers’ support comprised modifying tasks, activities or their own behavior that enabled interaction with a less competent pupil. Peers support are discussed within the frames of inclusive schooling.

Place, publisher, year, edition, pages
2010. Vol. 25, no 3, 283-294 p.
Keyword [en]
Down's syndrom, peer interaction, inclusion
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Research subject
URN: urn:nbn:se:su:diva-53221DOI: 10.1080/08856257.2010.492941OAI: diva2:390199
Available from: 2011-01-21 Created: 2011-01-21 Last updated: 2015-09-21Bibliographically approved

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