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ERIC Number: ED479370
Record Type: Non-Journal
Publication Date: 2003
Pages: 19
Abstractor: N/A
Reference Count: N/A
An Outcome Measure for the Social Goals of Inclusion.
Smoot, Sharene L.
This study examined whether mainstreamed students with mild intellectual disabilities (MID) were socially accepted by general education peers. The setting was a rural area in central Georgia. The participants were 61 mainstreamed students with MID and their 286 general education peers. Preservice special education teachers were trained to use nominal sociometry to measure peer acceptance. The data were aggregated for statistical analysis. The findings were statistically significant. Only 43% of the students with MID were named at least once while 85% of general education students were chosen. There were no statistically significant differences by gender or educational level. These data can provide a baseline for school systems desiring to determine the social outcomes of inclusion programs in rural elementary, middle, or secondary schools. Inclusion programs that increase the amount of time that students with MID spend in general education with appropriate supported should have better outcomes when measured in a similar manner. (Contains 2 figures, 1 table, and 19 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A