The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficitson the Student - Teacher Relationship
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| Format: | Artículo científico |
| Sprache: | en |
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Universidad de Almería
2016
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| _version_ | 1876484218534494208 |
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| author | Laura Elvira Prino |
| author_facet | Laura Elvira Prino |
| contents | The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficitson the Student - Teacher Relationship Laura Elvira Prino Tiziana Pasta Francesca Giovanna Maria Gastaldi Claudio Longobardi Psicología ders Student Attention Down Syndrome Learning Disorders Introduction . Despite t he clear relevance of the Student - teacher relationship, studi es have ra rely encompassed subjects wit h special education needs . Our study focus ed on the diffe r- ence s perceived by teacher s in the ir relationship s with these students. Method . W e describe d the results obtain ed with different groups of childr en with special educat ion needs: ASDs (N = 14), Down Syndrome (N = 18), Learning Disorders (N = 38) and children with hyperactive behaviors and attention deficits (N = 56) . Results from each group were then compared with those obtained by children with typical development (N = 254). The teachers w ere asked to fill out the Student - Teacher Relationship Sc a le (STRS). Results . Our study found that the social bonds formed by children with special needs differ for at least one r elational aspect from those formed by children taken fro m the Control Group, the sole exception being children with Down’s Syndrome . Discussion and Conclusion . The Closeness dimension was hampered in the case of chi l dren who suffered from ASDs, attention d eficit s or hyperactive b ehaviors . Furthermore, the rel a- tionships with t he latter group of children were characterized by a higher level of c onflict and d epen d ency. Children with Learning Disorders also suffered an increase in the d ependency dime n sion. 2016 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293144934005 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.1 Vol.14 |
| format | Artículo científico |
| id | redalyc_293144934005 |
| institution | Redalyc |
| language | en |
| publishDate | 2016 |
| publisher | Universidad de Almería |
| spellingShingle | The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficitson the Student - Teacher Relationship Laura Elvira Prino Psicología ders Student Attention Down Syndrome Learning Disorders The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficitson the Student - Teacher Relationship Laura Elvira Prino Tiziana Pasta Francesca Giovanna Maria Gastaldi Claudio Longobardi Psicología ders Student Attention Down Syndrome Learning Disorders Introduction . Despite t he clear relevance of the Student - teacher relationship, studi es have ra rely encompassed subjects wit h special education needs . Our study focus ed on the diffe r- ence s perceived by teacher s in the ir relationship s with these students. Method . W e describe d the results obtain ed with different groups of childr en with special educat ion needs: ASDs (N = 14), Down Syndrome (N = 18), Learning Disorders (N = 38) and children with hyperactive behaviors and attention deficits (N = 56) . Results from each group were then compared with those obtained by children with typical development (N = 254). The teachers w ere asked to fill out the Student - Teacher Relationship Sc a le (STRS). Results . Our study found that the social bonds formed by children with special needs differ for at least one r elational aspect from those formed by children taken fro m the Control Group, the sole exception being children with Down’s Syndrome . Discussion and Conclusion . The Closeness dimension was hampered in the case of chi l dren who suffered from ASDs, attention d eficit s or hyperactive b ehaviors . Furthermore, the rel a- tionships with t he latter group of children were characterized by a higher level of c onflict and d epen d ency. Children with Learning Disorders also suffered an increase in the d ependency dime n sion. 2016 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293144934005 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.1 Vol.14 |
| title | The Effect of Autism Spectrum Disorders, Down Syndrome, Specific Learning Disorders and Hyperactivity and Attention Deficitson the Student - Teacher Relationship |
| topic | Psicología ders Student Attention Down Syndrome Learning Disorders |
| url | https://www.redalyc.org/articulo.oa?id=293144934005 |