Descriptor
Source
| Exceptional Children | 43 |
Author
| Favazza, Paddy C. | 2 |
| Gottlieb, Jay | 2 |
| Johnson, David W. | 2 |
| Johnson, Roger T. | 2 |
| Austin, Katherine | 1 |
| Bak, John J. | 1 |
| Baker-Kroczynski, Susan | 1 |
| Bruininks, Robert H. | 1 |
| Buysse, Virginia | 1 |
| Cade, Elsa | 1 |
| Carey, Doris M. | 1 |
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| Journal Articles | 37 |
| Reports - Research | 34 |
| Information Analyses | 3 |
| Guides - Classroom - Teacher | 1 |
| Guides - Non-Classroom | 1 |
| Reports - Descriptive | 1 |
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| Practitioners | 3 |
| Researchers | 1 |
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Peer reviewedLadd, Gary W.; And Others – Exceptional Children, 1984
The study explored the interpersonal experiences of 48 deaf adolescents attending two-year occupational education programs with nonhandicapped peers. Results indicated that a climate conducive to integrated interactions and friendships did emerge in the mainstreamed programs. (Author/CL)
Descriptors: Adolescents, Deafness, Interpersonal Relationship, Mainstreaming
Peer reviewedCuster, Jeanene D.; Osguthorpe, Russell T. – Exceptional Children, 1983
Fifteen mildly retarded fifth and sixth graders were trained to tutor their nonhandicapped peers in sign language. Parent and peer reaction was positive, and the retarded students learned to become tutors. (CL)
Descriptors: Intermediate Grades, Mild Mental Retardation, Peer Acceptance, Sign Language
Peer reviewedLilly, M. Stephen – Exceptional Children, 1971
Descriptors: Exceptional Child Research, Peer Acceptance, Social Development, Social Relations
Peer reviewedCooke, Thomas P.; And Others – Exceptional Children, 1977
Descriptors: Intergroup Relations, Mainstreaming, Mental Retardation, Peer Acceptance
Peer reviewedRay, Barbara Marotz – Exceptional Children, 1985
The study involving 60 disabled and 624 nondisabled elementary students compared three methods used to evaluate social ability: teacher ratings, sociometric ratings, and direct observation. Findings revealed that disabled children are viewed as less socially acceptable by both teachers and peers but do not differ from nondisabled peers in actual…
Descriptors: Disabilities, Elementary Education, Interaction, Mainstreaming
Peer reviewedKennedy, Patricia; Bruininks, Robert H. – Exceptional Children, 1974
Descriptors: Exceptional Child Research, Hearing Impairments, Mainstreaming, Peer Acceptance
Peer reviewedSlavin, Robert E.; And Others – Exceptional Children, 1984
The study examined effects on 117 mainstreamed academically handicapped students (grades 3-5) of an instructional method, Team Assisted Individualization (TAI), that combined cooperative learning with individualized instruction in mathematics. TAI and individualized instruction both had positive effects on social acceptance, attitudes toward math,…
Descriptors: Cooperation, Elementary Education, Individualized Instruction, Mainstreaming
Peer reviewedGresham, Frank M. – Exceptional Children, 1982
An alternative approach to mainstreaming is suggested whereby handicapped children would be taught the requisite social skills for effective social interaction and peer acceptance. Social skills curricula for use by both special and regular classroom education teachers are suggested. (Author)
Descriptors: Disabilities, Elementary Secondary Education, Interpersonal Competence, Mainstreaming
Peer reviewedMauer, Ruth A. – Exceptional Children, 1979
In order to determine if identification and affinity for a storybook hero are functions of physical status, 127 children (ages 4 to 7 years) in two groups (one disabled) were randomly assigned to one of two storybook treatments telling of two boys' friendship. (Author/PHR)
Descriptors: Association (Psychology), Attitudes, Empathy, Identification (Psychology)
Peer reviewedHandlers, Adele; Austin, Katherine – Exceptional Children, 1980
Twenty secondary students participated in a sociology class training program judged by them as successful in acquainting them with handicapping conditions and handicapped people, easing mainstreaming, and developing teaching materials for use in other classes. (CL)
Descriptors: Attitude Change, Disabilities, Knowledge Level, Mainstreaming
Peer reviewedSale, Paul; Carey, Doris M. – Exceptional Children, 1995
This study examined the sociometric status of 79 children with current or suspected (mostly mild) disabilities in a full-inclusion elementary school, using a positive and negative peer nomination technique for the school's 592 students. Full inclusion did not eliminate negative social perceptions of students with disabilities. (Author/SW)
Descriptors: Elementary Education, Inclusive Schools, Mainstreaming, Mild Disabilities
Peer reviewedThurman, S. Kenneth; Lewis, Michael – Exceptional Children, 1979
Children's response to a handicapped child's differences may lie in earlier and more basic psychological phenomena than simply labels or separation. (Author/PHR)
Descriptors: Class Attitudes, Handicapped Children, Individual Differences, Labeling (of Persons)
Peer reviewedEnglish, Kris; And Others – Exceptional Children, 1997
A study of four children with disabilities and six children without disabilities in an integrated preschool investigated the effects of pairing children with disabilities with trained peers for school activities and teaching interaction skills to all the children. Results found interactions between the children significantly increased after…
Descriptors: Disabilities, Inclusive Schools, Interaction, Interpersonal Communication
Effects of Cooperative, Competitive, and Individualistic Learning Experiences on Social Development.
Peer reviewedJohnson, Roger T.; Johnson, David W. – Exceptional Children, 1983
Results indicated that cooperative learning experiences, compared with competitive and individualistic ones, promoted more interpersonal attraction between 12 learning disabled and behavior problem fourth graders and 47 nonhandicapped peers and promoted higher self-esteem for all students. Cooperation promoted greater perspective-taking ability…
Descriptors: Behavior Problems, Competition, Cooperation, Elementary Education
Peer reviewedJohnson, David W.; Johnson, Roger T. – Exceptional Children, 1980
The article outlines practical strategies based on a theoretical model and research support for establishing constructive interaction among mainstreamed handicapped and nonhandicapped students. (SBH)
Descriptors: Classroom Environment, Disabilities, Elementary Secondary Education, Exceptional Child Research
