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Staub, Debbie – 1999
Only a few studies have addressed the question of whether the learning of nondisabled students will suffer in inclusive classrooms. Surveys of parents and teachers generally say that they see no harm to the nondisabled children. Only one study has addressed the issue of whether nondisabled students will receive less attention from their teachers,…
Descriptors: Disabilities, Elementary Education, Inclusive Schools, Mainstreaming
Staub, Debbie – 1995
This paper summarizes findings of a 3-year study assessing outcomes for 35 children (preschool to high school aged) with mild to severe disabilities in inclusive educational settings. Additionally, the study looked at "connected" pairs of children--each pair including a child with and a child without a disability. It identified three main areas of…
Descriptors: Classroom Techniques, Disabilities, Educational Environment, Elementary Secondary Education
Staub, Debbie – Learning, 1996
Research that examines the effect of inclusive education on students without disabilities shows improvements in their ability to make friends with disabled students, social skills, self-esteem, personal principles, patience, and comfort level with people who are different. Techniques for creating caring inclusive classroom environments are…
Descriptors: Classroom Environment, Disabilities, Elementary Education, Elementary School Students
Staub, Debbie; Hunt, Pam – 1992
Eight high school students who were peer tutors in a classroom for students with severe disabilities were matched in pairs and then randomly assigned to interact with and serve as a partner for a classmate with severe disabilities. One participant in the pair received social interaction training, and one participant did not. Statistical analysis…
Descriptors: Helping Relationship, High School Students, High Schools, Instructional Effectiveness
Staub, Debbie; And Others – Journal of the Association for Persons with Severe Handicaps, 1996
A study of a junior high school inclusion program that provided four students with disabilities with nondisabled student aids found the students with disabilities experienced growth in levels of independence, social networks, academic skills, and in behavior. Describes beneficial outcomes for the student aids and contributing successful program…
Descriptors: Academic Achievement, Behavior Change, Disabilities, Inclusive Schools
Staub, Debbie; And Others – Journal of the Association for Persons with Severe Handicaps, 1994
Case studies are presented of four elementary students without disabilities who are friends of students with moderate/severe disabilities in their classrooms. Similarities and differences across friendships and across classroom ecologies are discussed, and implications for practice and future research are noted. (JDD)
Descriptors: Case Studies, Classroom Environment, Disabilities, Elementary Education
Peer reviewed Peer reviewed
Staub, Debbie; Hunt, Pam – Exceptional Children, 1993
Four high school students who were peer tutors to students with severe disabilities received social interaction training and were then compared to four controls. The training increased the frequency of initiations of interactions from tutors, increased the proportion of social rather than task interactions, and increased targeted social behaviors…
Descriptors: High Schools, Instructional Effectiveness, Interaction, Interpersonal Competence
Peer reviewed Peer reviewed
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Peck, Charles A.; Staub, Debbie; Gallucci, Chrysan; Schwartz, Ilene – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
We studied parents' perceptions of the effects of their nondisabled child's participation in a classroom in which a child with severe disabilities was enrolled full time. Survey responses from 389 parents indicated that they generally perceived their nondisabled child to have benefited from this experience. A minority of parents held negative…
Descriptors: Socialization, Student Attitudes, Parent Attitudes, Inclusive Schools
Peer reviewed Peer reviewed
Staub, Debbie; Peck, Charles A. – Educational Leadership, 1995
Although research is limited, the available studies consistently indicate that inclusion does not harm nondisabled students. A literature review disclosed five positive themes: reduced fear of human differences, accompanied by increased comfort and awareness; growth in social cognition; improvements in self-concept; development of personal moral…
Descriptors: Academic Achievement, Elementary Secondary Education, Friendship, Mainstreaming