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postgraduate thesis: The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom
Title | The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom |
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Authors | |
Issue Date | 2012 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Au, M. [區美蓮]. (2012). The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156800 |
Abstract | The purpose of the study is to examine the effectiveness of the social cognition training on the peer acceptance (as playmates and working partners) of SEN students in the inclusive classrooms. 4 classes of Form 1 students were randomly assigned to either control groups (n=65) or experimental groups (n=58). The social cognition training on perspective-taking skills and empathy can help to initiate working relationship but failed to enhance the social interaction of the students in play. The results did not demonstrate any changes obtained on other measures of perceptions or behaviors. On the other hand, the study results revealed that there were no significant differences on peer acceptance between SEN and non SEN students in the pre-intervention and post-intervention stages. These findings were consistent with the previous studies when the non SEN students in these studies could not identify who are their SEN classmates, which may suggest that they could not hold stereotypical views on their SEN counterparts. Results also showed that empathy mediated the effects of perspective-taking ability on peer acceptance on play-with criterion. The implication of understanding on the peer acceptance of SEN students in an inclusive classroom and suggestions for appropriate intervention were discussed. |
Degree | Master of Social Sciences |
Subject | Inclusive education Social acceptance |
Dept/Program | Educational Psychology |
Persistent Identifier | http://hdl.handle.net/10722/196524 |
HKU Library Item ID | b5156800 |
DC Field | Value | Language |
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dc.contributor.author | Au, Mei-lin | - |
dc.contributor.author | 區美蓮 | - |
dc.date.accessioned | 2014-04-14T23:16:32Z | - |
dc.date.available | 2014-04-14T23:16:32Z | - |
dc.date.issued | 2012 | - |
dc.identifier.citation | Au, M. [區美蓮]. (2012). The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5156800 | - |
dc.identifier.uri | http://hdl.handle.net/10722/196524 | - |
dc.description.abstract | The purpose of the study is to examine the effectiveness of the social cognition training on the peer acceptance (as playmates and working partners) of SEN students in the inclusive classrooms. 4 classes of Form 1 students were randomly assigned to either control groups (n=65) or experimental groups (n=58). The social cognition training on perspective-taking skills and empathy can help to initiate working relationship but failed to enhance the social interaction of the students in play. The results did not demonstrate any changes obtained on other measures of perceptions or behaviors. On the other hand, the study results revealed that there were no significant differences on peer acceptance between SEN and non SEN students in the pre-intervention and post-intervention stages. These findings were consistent with the previous studies when the non SEN students in these studies could not identify who are their SEN classmates, which may suggest that they could not hold stereotypical views on their SEN counterparts. Results also showed that empathy mediated the effects of perspective-taking ability on peer acceptance on play-with criterion. The implication of understanding on the peer acceptance of SEN students in an inclusive classroom and suggestions for appropriate intervention were discussed. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | Inclusive education | - |
dc.subject.lcsh | Social acceptance | - |
dc.title | The effects of social cognition training on promoting peer acceptance of students with SEN in the inclusive classroom | - |
dc.type | PG_Thesis | - |
dc.identifier.hkul | b5156800 | - |
dc.description.thesisname | Master of Social Sciences | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Educational Psychology | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.5353/th_b5156800 | - |
dc.date.hkucongregation | 2013 | - |
dc.identifier.mmsid | 991036124699703414 | - |