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ERIC Number: ED182055
Record Type: RIE
Publication Date: 1979-Nov
Pages: 17
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Issue of Mainstreaming: Its Efficacy in the Preschool.
Kaplan-Sanoff, Margot
Findings from a study comparing the effects of segregated versus mainstreamed preschool settings on handicapped and non-handicapped children strongly suggest that mainstreaming is the preferable alternative for all types of handicapped preschool children. Initially, handicapped children in both segregated and mainstreamed settings were found to be restless and hyperactive, defiant and aggressive. Extremely egocentric, both socially and cognitively, they were unable to give and take, adhere to the rules of the game, or play freely and successfully with their peers. They were for the most part silent, linguistically passive children with poor, often incoherent speech. Over the course of the school year, the handicapped children in the mainstreamed setting changed dramatically, becoming more like their normal peers and behaving in socially appropriate ways. The handicapped children in the segregated setting exhibited very little change over time. The behavior of the non-handicapped children in the two settings remained similar throughout the study. Individual events from children's case histories support the claim that normal peers constitute models from which the handicapped can learn. First, the normal children provided patterns of spontaneous speech in natural learning situations rather than the stilted language of formal one-to-one training programs. Second, the normal children served as role models for advanced play behavior. Finally, the normal children had a powerful reinforcing influence which enabled them to induce their handicapped classmates to engage in classroom activities where teacher efforts had failed. (JMB)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Psychological Association (87th, New York, NY, September 1-5, 1979)