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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Ferreira, M., Aguiar, C., Correia, N., Fialho, A. & Pimentel, J. (2019). Friendships and social acceptance of children with disabilities: the role of classroom quality, individual skills, and ECEC dosage. Topics in Early Childhood Special Education. 39 (3), 183-195
Exportar Referência (IEEE) 
M. Ferreira et al.,  "Friendships and social acceptance of children with disabilities: the role of classroom quality, individual skills, and ECEC dosage", in Topics in Early Childhood Special Education, vol. 39, no. 3, pp. 183-195, 2019
Exportar BibTeX 
@article{ferreira2019_1734955606552,
	author = "Ferreira, M. and Aguiar, C. and Correia, N. and Fialho, A. and Pimentel, J.",
	title = "Friendships and social acceptance of children with disabilities: the role of classroom quality, individual skills, and ECEC dosage",
	journal = "Topics in Early Childhood Special Education",
	year = "2019",
	volume = "39",
	number = "3",
	doi = "10.1177/0271121419864419",
	pages = "183-195",
	url = "https://journals.sagepub.com/home/tec"
}
Exportar RIS 
TY  - JOUR
TI  - Friendships and social acceptance of children with disabilities: the role of classroom quality, individual skills, and ECEC dosage
T2  - Topics in Early Childhood Special Education
VL  - 39
IS  - 3
AU  - Ferreira, M.
AU  - Aguiar, C.
AU  - Correia, N.
AU  - Fialho, A.
AU  - Pimentel, J.
PY  - 2019
SP  - 183-195
SN  - 0271-1214
DO  - 10.1177/0271121419864419
UR  - https://journals.sagepub.com/home/tec
AB  - Positive social experiences with peers are important for children with disabilities attending inclusive early childhood
education (ECE). This study investigated the associations between classroom quality; children’s verbal, social, and Behavioral skills; and the friendships and social acceptance of children with disabilities, while testing the moderating effects of ECE dosage. Eighty-six children with disabilities (63 boys; Mage = 67.53 years, SD = 10.54 years), attending 86 inclusive ECE classrooms from the Metropolitan Area of Lisbon, Portugal, participated in the study. We found no effects of classroom quality on children’s social acceptance and friendships and ECE dosage did not moderate this association. However, ECE dosage moderated the association between children’s individual skills and their social acceptance and friendships. Findings suggest that more time in ECE is not enough to support children’s social acceptance, particularly for children with increased language and behavioral difficulties, who likely require more intensive and individualized interventions to support their peer-related social experiences.
ER  -