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Effect of Service Learning on Attitudes towards Students with Severe Disabilities.
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Burns, Martha; Storey, Keith; Certo, Nicholas J. – Education and Training in Mental Retardation and Developmental Disabilities, 1999
This study evaluated nondisabled high school students' attitudinal change toward students with severe disabilities through inclusion of special-education students in two service-learning projects, one in which disabled students contributed to the project and one in which they received the service. Findings indicated that the equal-participation…
Descriptors: Attitude Change, Attitudes toward Disabilities, High Schools, Inclusive Schools
Preschool Teachers' Perceptions of Including Children with Disabilities.
Peer reviewed Peer reviewed
Gemell-Crosby, Susan; Hanzlik, Jodie Redditi – Education and Training in Mental Retardation and Developmental Disabilities, 1994
Analysis of questionnaire responses from 71 preschool teachers found that the more satisfied teachers were with the level of support and training they received regarding inclusion of children with disabilities, the more positive were their attitudes toward the inclusion concept. Self-perceptions of competency were also related to positive…
Descriptors: Competence, Disabilities, Inclusive Schools, Mainstreaming
Comparison of Teen Attitudes toward Individuals with Mental Retardation between 1987 and 1998: Has Inclusion Made a Difference?
Peer reviewed Peer reviewed
Krajewski, Junean J.; Hyde, Mark S. – Education and Training in Mental Retardation and Developmental Disabilities, 2000
Data collected in 1987 (n=315) and in 1998 (n=144) found a positive shift in high school students' attitudes toward individuals with mental retardation with strong indication that inclusion had been a factor. Females decreased their derogatory beliefs while males increased in positive attitudes toward integration issues. (Contains references.)…
Descriptors: Adolescents, Attitude Change, Factor Analysis, Females
Supporting Elementary Age Students with Significant Disabilities in General Education Classrooms: Personal Perspectives on Inclusion.
Peer reviewed Peer reviewed
Coots, Jennifer J.; Bishop, Kathryn D.; Grenot-Scheyer, Marquita – Education and Training in Mental Retardation and Developmental Disabilities, 1998
Findings of a study in which four elementary general-education teachers commented on the inclusion of students with significant disabilities within general-education classrooms indicated that children with disabilities were described and observed as full classroom members. Difficulties were related to designing and implementing appropriate and…
Descriptors: Academic Accommodations (Disabilities), Elementary Education, Inclusive Schools, Individualized Instruction
Inclusion of Students with Moderate or Severe Disabilities in Educational and Community Settings: Perspectives from Parents and Siblings.
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Gallagher, Peggy A.; Floyd, Julia H.; Stafford, Alison M.; Taber, Teresa A.; Brozovic, Susan A.; Alberto, Paul A. – Education and Training in Mental Retardation and Developmental Disabilities, 2000
A study investigated parent and sibling perspectives on the inclusion of 21 children with moderate or severe disabilities. Both parents and siblings believed the children were capable, wanted to have the children around typical peers as much as possible, and had general satisfaction with the amount and type of inclusion. (Contains extensive…
Descriptors: Attitudes toward Disabilities, Children, Community Programs, Family Influence
A Description of the Instructional and Social Interactions of Students with Mental Retardation in Regular Physical Education Settings.
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Ellis, David N.; And Others – Education and Training in Mental Retardation and Developmental Disabilities, 1996
Interactions between 10 elementary students with moderate/severe mental retardation and their peers and instructors were observed during physical education classes. Subjects generally interacted equally with peers with and without disabilities; when significant differences existed, the structure of the class was found to be the cause. Homogeneous…
Descriptors: Elementary Education, Grouping (Instructional Purposes), Heterogeneous Grouping, Homogeneous Grouping
High School Inclusion of Adolescents with Mental Retardation: A Multiple Case Study.
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Dore, Robert; Dion, Eric; Wagner, Serge; Brunet, Jean-Pierre – Education and Training in Mental Retardation and Developmental Disabilities, 2002
Case studies evaluated the feasibility and benefit of inclusion of two high school students with mental retardation. The transfer of the students from a self-contained class to a regular class was associated with an improvement in classroom work skills; however, social integration was minimal. Teachers evaluated the inclusion as satisfactory.…
Descriptors: Academic Accommodations (Disabilities), Academic Achievement, Adolescents, Case Studies
Inclusion: Empirical Guidelines and Unanswered Questions.
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Wilson, Barbara A. – Education and Training in Mental Retardation and Developmental Disabilities, 1999
Guidelines for the inclusion of students with severe disabilities in general education programs include (1) respecting parent and student preferences regarding programming; (2) fostering the general-education teacher's sense of empowerment, control, and support; (3) facilitating friendships among children; and (4) structuring classrooms to…
Descriptors: Classroom Environment, Educational Practices, Educational Principles, Elementary Secondary Education