ERIC Number: ED239474
Record Type: RIE
Publication Date: 1983-Feb
Reference Count: 0
Improving Peer Acceptance of Mainstreamed Handicapped Children by Teacher Training. Final Report.
Quay, Lorene C.; McCloskey, Mary Lou
The effectiveness of a cognitive coaching condition on the social acceptance of 26 handicapped children in regular first through fourth grade classes was examined. Children were randomly placed in one of three conditions: cognitive coaching (in which students were taught techniques of getting along with peers); individual instruction (control); or no training (control). Analysis of interaction and sociometric measures before and after intervention did not support the hypothesis that cognitive coaching would significantly improve social skills and acceptance as compared with individual instruction or no training. Analysis of teacher ratings in the three conditions revealed that a greater frequency of the staff in the cognitive coaching group evaluated their target children as improved in the social area, while a greater frequency of staff in the individual instruction group evaluated their target children as improved in the academic area. The hypothesis that student teachers in the cognitive coaching group would gain more positive attitudes toward mainstreaming as compared with other groups was not upheld. Recommendations focused on the need to incorporate social skills training in preservice education. (CL)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Georgia State Univ., Atlanta. Dept. of Early Childhood Education.
Note: Based on Ph.D. Dissertation, Georgia State University by Mary Lou McCloskey.