Towards an Index to Evaluate the Integration of Children with Disabilities into Regular Classes
- 1 January 1991
- journal article
- instrumental note
- Published by Taylor & Francis in Educational Psychology
- Vol. 11 (1) , 77-95
- https://doi.org/10.1080/0144341910110105
Abstract
An observational study of children with disabilities integrated into regular primary and high school classes was undertaken over a period of 2 years in order to: (i) assess the educational and social experiences of these students; and (ii) identify the characteristics of students, classrooms and schools which promote effective integration.. Academic, Social and Total Integration Indices were devised in order to provide an objective means of validating the quantitative data and furnish a data base for further longitudinal studies. Results indicated that such measures appear to be effective in discriminating between more and less effective placements and in identifying structured teaching techniques and appropriate resource support as the two characteristics most strongly associated with a successful mainstream placement.Keywords
This publication has 10 references indexed in Scilit:
- Directions for Integration in Australia: Overview of a Report to the Commonwealth Schools Commission. Part II.The Exceptional Child, 1988
- Integration and Mainstreaming: a review of the efficacy of mainstreaming and integration for mentally handicapped pupilsEducational Psychology, 1988
- Teachers’ Attitudes Towards the Integration of Disabled Children into Regular SchoolsThe Exceptional Child, 1987
- Curriculum-Based Measurement: The Emerging AlternativeExceptional Children, 1985
- Mainstreaming: Teachers’ Attitudes when they have no choice about the matterThe Exceptional Child, 1985
- Principals’ Attitudes Towards the Integration of Disabled Children into Regular SchoolsThe Exceptional Child, 1985
- THE DETERMINANTS OF TEACHERS' ATTITUDES TO INTEGRATING THE INTELLECTUALLY HANDICAPPEDBritish Journal of Educational Psychology, 1985
- Evaluation, Policy Analysis, and Multiple Case Studies: Aspects of Focus and SamplingEducational Evaluation and Policy Analysis, 1985
- A Study of the Integration of Children with Intellectual Handicaps into Regular SchoolsAustralia and New Zealand Journal of Developmental Disabilities, 1984
- The Efficacy of Special Versus Regular Class Placement for Exceptional Children: a Meta-AnalysisThe Journal of Special Education, 1980