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Export Reference (APA) 
Ferreira, M., Aguiar, C., Correia, N., Fialho, A. & Pimentel, J. (2017). Social experiences of children with disabilities in inclusive Portuguese preschool settings. Journal of Early Intervention. 39 (1), 33-50
Export Reference (IEEE) 
M. Ferreira et al.,  "Social experiences of children with disabilities in inclusive Portuguese preschool settings", in Journal of Early Intervention, vol. 39, no. 1, pp. 33-50, 2017
Export BibTeX 
@article{ferreira2017_1716203158198,
	author = "Ferreira, M. and Aguiar, C. and Correia, N. and Fialho, A. and Pimentel, J.",
	title = "Social experiences of children with disabilities in inclusive Portuguese preschool settings",
	journal = "Journal of Early Intervention",
	year = "2017",
	volume = "39",
	number = "1",
	doi = "10.1177/1053815116679414",
	pages = "33-50",
	url = "http://jei.sagepub.com/content/early/2016/11/30/1053815116679414?papetoc"
}
Export RIS 
TY  - JOUR
TI  - Social experiences of children with disabilities in inclusive Portuguese preschool settings
T2  - Journal of Early Intervention
VL  - 39
IS  - 1
AU  - Ferreira, M.
AU  - Aguiar, C.
AU  - Correia, N.
AU  - Fialho, A.
AU  - Pimentel, J.
PY  - 2017
SP  - 33-50
SN  - 1053-8151
DO  - 10.1177/1053815116679414
UR  - http://jei.sagepub.com/content/early/2016/11/30/1053815116679414?papetoc
AB  - Based on peer sociometric reports, we examined how number of friendships, social acceptance, and characteristics of social networks vary as a function of disability profile. We also investigated teachers' awareness of the sociometric status of young children with disabilities. Participants were 86 children with disabilities (63 boys) enrolled in inclusive preschool classrooms of the Metropolitan Area of Lisbon, Portugal (M-age = 67.33 months, SD = 10.54). Findings suggest that children with severe or sociobehavioral disabilities may be at increased risk of social rejection and isolation, having fewer friends and lower social network centrality than children with mild disabilities. Low agreement between teachers' classifications of the social status of children with disabilities and classifications based on peer nominations raises concerns about their awareness of processes of social rejection and neglect. Findings highlight the need for interventions to support positive social experiences at the dyadic and group levels in Portuguese inclusive preschool classrooms.
ER  -