ERIC Number: ED231108
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Does Mainstreaming Insure Integration?
A code to systematically observe preschool settings in which handicapped children were placed was designed to determine the types of interaction and play behavior that occurs in these settings. The code records the following information: play area the child is in, how many children are in the same area, the play behavior the child is undertaking, who the child is with, and special incidences of positive or negative affection and aggression. Preliminary findings showed almost 50 percent of the interactions recorded were between handicapped and nonhandicapped children; given the high ratio of handicapped to normal children in the classroom, the probability of interaction is more than 50 percent; although the nonhandicapped children seemed generally accepting of their handicapped peers, sometimes there was outright rejection; handicapped children were more likely to be included with a group of children than to be selected by a nonhandicapped child to play with on a one-to-one basis; handicapped children were likely to be excluded by their normal peers for play that required more skills than for less skilled activities; when the only choice of a playmate was a handicapped child, the nonhandicapped children engaged in more isolated play; and handicapped children were less likely to initiate contact. Finally, activities are being planned to encourage social interaction in the mainstreamed setting. (SEW)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Kansas Univ., Lawrence. Early Childhood Inst.