ERIC Number: EJ439502
Record Type: CIJE
Publication Date: 1991
Reference Count: 0
Social Integration and Severe Disabilities: A Longitudinal Analysis of Child Outcomes.
Cole, David A.; Meyer, Luanna H.
Journal of Special Education, v25 n3 p340-51 Fall 1991
Evaluation of integrated versus segregated schooling of 91 children with severe developmental disabilities found that integrated children spent less time with therapists, equal time with special education teachers, more time with other children, and less time alone. No differences were found on developmental skills; however, integrated children progressed in social competence whereas segregated children regressed. (Author/DB)
Descriptors: Child Development, Developmental Disabilities, Elementary Secondary Education, Instructional Effectiveness, Interpersonal Competence, Longitudinal Studies, Mainstreaming, Normalization (Handicapped), Outcomes of Education, Peer Relationship, Severe Disabilities, Severe Mental Retardation, Skill Development, Social Integration, Special Schools
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers; Practitioners
Authoring Institution: N/A