NotesFAQContact Us
Search Tips
ERIC Number: ED190261
Record Type: Non-Journal
Publication Date: 1980-Apr
Pages: 35
Abstractor: N/A
Reference Count: N/A
Pilot Study of the Efficacy of Mainstreaming-Integration.
Gordon, Ronnie; Schwartz, Barbara
Handicapped and non-handicapped preschool children were observed in order to study the impact of mainstreaming on the preschool handicapped child. Ten observational records were collected on each of 24 non-handicapped and four physically handicapped children in three mainstreamed classrooms. Twelve physically handicapped children in two specialized settings were also observed. The resulting 400 observational records served as a data base for the development of a coding system and for reliability checks on the observational procedures. Coding categories focused on (a) the source of the child's actions, (b) the direction of the child's behavior, (c) the sensory modalities the child used, and (d) the quality of the child's social interactions. Observer reliability was 86% with a range from 66 to 96 percent. Inter-coder reliability was 80% and ranged from 60 to 94 percent. Results indicate that on three dimensions the social interactions of handicapped children in mainstreamed and special settings did not differ significantly. Normal children in mainstreamed classes interacted significantly more often and had more sustained reciprocal interaction than did mainstreamed handicapped children. Mainstreamed handicapped children interacted with materials significantly more than handicapped children in special classes but the children in special settings had significantly more interactions indicating completion and extension of the materials. The benefits of mainstreaming for the preschool handicapped child are questioned on the basis of these findings. (Author/RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Administration for Children, Youth, and Families (DHEW), Washington, DC.
Authoring Institution: New York Univ., NY. Inst. of Rehabilitation Medicine.
Identifiers - Laws, Policies, & Programs: Education for All Handicapped Children Act