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ERIC Number: ED245513
Record Type: RIE
Publication Date: 1981-Nov
Pages: 192
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Teaching and Learning Environment of Mainstreamed Classes. Final Report.
SRI International, Menlo Park, CA.
The observational study investigated the process of mainstreaming 32 learning handicapped children (grades 4-5) into regular education programs. Ss were enrolled in special day classes and mainstreamed for approximately one hour per day. Systematic observations focused on the handicapped student, nonhandicapped students, and the regular class teacher. Additional data were obtained from teacher questionnaires and interviews with students and teachers. Findings suggested that certain instructional practices are related to student academic involvement, student social interactions, and student attitudes toward the class. The types of instructional practices associated with student academic involvement reflected a direct teaching method in which the teacher presented information, questioned students, and provided supportive feedback. Handicapped students reported more positive attitudes toward the class when they were more academically involved in the instructional tasks of the classroom. Mainstreaming programs that facilitated students' academic involvement and social integration on the school playground were identified. It was also concluded that the effectiveness of a mainstreaming program can be facilitated when principals provided specific kinds of administrative support. Regular education teachers were able to incorporate the handicapped student into the class instruction without decreasing the amount of time spent in academic instruction, for when the handicapped student was in the regular education classroom, the teacher and low achieving students spent more time in academic tasks than when the handicapped student was not in the room. Contrary to teacher expectation research indicating that teachers shun the lower achieving students and spend more time with higher achieving students, the teachers in this sample interacted more often with the handicapped student than with high and medium achieving students. (Author/CL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: SRI International, Menlo Park, CA.
Identifiers: N/A
Note: The research was conducted within the Education and Human Services Research Center.