ERIC Number: ED308676
Record Type: Non-Journal
Publication Date: 1988-Feb
Reference Count: N/A
The Integration of Children with Disabilities into Regular Classes (Mainstreaming): A Naturalistic Study. Stage 1 Report.
Center, Yola; And Others
The first phase of a study of the effectiveness of mainstreaming of children with disabilities in the schools of New South Wales, Australia, is reported. This portion of the study involved intensive observations of small numbers of children (N=43) in all disability groups (mental, physical, sensory, emotional/behavioral, and language disabilities) in metropolitan and county elementary schools. The objective of this phase was to establish and try methodological procedures. The overall study's objectives are to provide basic data, by case study, about the quality of the educational and social experiences of these populations and to determine factors relevant to child, classroom, and school associated with successful academic, social, and physical integration. Child factors examined include demographic characteristics, disability type, scholastic achievement, personal/social adjustment, cognitive level, extracurricular activities, and parental attitudes to and degree of support for integration. Classroom factors include teacher's instructional style, instructional appropriateness, time management, attitudes toward integration, average time on task for the class, and classroom climate. School factors include use of support services, school ethos, type of school organization, and staff attitudes toward integration. Conclusions of this phase and several case study reports are included. (MSE)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: New South Wales Dept. of Education, Sydney (Australia).
Authoring Institution: Macquarie Univ., North Ryde (Australia).
Identifiers - Location: Australia