NotesFAQContact Us
Search Tips
ERIC Number: ED364041
Record Type: RIE
Publication Date: 1989-Sep
Pages: 93
Abstractor: N/A
Regular Class Integration of Middle School Students with Severe Disabilities: Feedback from Teachers and Classmates. Project Report Number 89-5.
York, Jennifer; And Others
Regular educators (n=11), special educators (n=7), and classmates without disabilities (n=181) were surveyed at the end of the first year that middle school students with severe disabilities were integrated into regular education classes in two suburban midwestern communities. Results revealed many benefits for educators and students. Educators and classmates concurred that positive outcomes, particularly in the area of social competence, were realized by the students with severe disabilities. Acceptance of students with severe disabilities by classmates was considered to have increased substantially. Educators felt the regular class integration experiences were positive for themselves and for students, although there were differences in perspective between regular and special educators. Both groups felt that the best aspect of the integration initiative was the acceptance by and involvement of classmates and the most difficult aspect was deciding how to involve the students with disabilities in regular class activities. Both groups recommended a high level of communication among special and regular educators and suggested that initial integration efforts should involve teachers who volunteer to take part. Regular educators had difficulty identifying positive changes in the students with disabilities while special educators did not. Appendixes contain copies of questionnaires used and response summaries. (Contains 39 references.) (Author/JDD)
Institute on Community Integration, Publications Office, 109 Pattee Hall, 150 Pillsbury Dr., S.E., Minneapolis, MN 55455.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.; Minnesota State Dept. of Education, St. Paul.
Authoring Institution: Minnesota Univ., Minneapolis. Inst. on Community Integration.
Grant or Contract Numbers: N/A
Note: Cover title varies.