ERIC Number: ED187057
Record Type: RIE
Publication Date: 1980-Apr
Results of Mainstreaming on Social Interaction of Mentally Retarded Preschoolers.
Social interactions in Head Start mainstreamed classrooms were studied using as Ss 20 mildly and moderately retarded preschool children and 20 nonretarded children. Data analyzed consisted of the following social interactions: initiations, responses, mode of communication, and affective tone of behavior. Findings showed that retarded Ss generally had fewer interactions with peers than their classmates, that they had more positive interactions with peers, and that they had many more interactions with teachers than with their classmates. Other findings indicated that both retarded and nonretarded students had the same amount of interactions with their teachers. Results appeared to show there was a negative relationship between teacher initiations to retarded Ss and Ss' interactions with their peers. (PHR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Convention of The Council for Exceptional Children (58th, Philadelphia, PA, April, 1980, Session W-8). Print is marginal and may not reproduce well in paper copy.