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Peer reviewedMusselman, Carol; And Others – Journal of Deaf Studies and Deaf Education, 1996
This study examined the social adjustment of deaf adolescents enrolled in segregated (n=39), partially integrated (n=15), and mainstreamed (n=17) settings. Partially integrated students reported better adjustment than mainstreamed students with deaf peers; mainstreamed students reported better adjustment than partially integrated students with…
Descriptors: American Sign Language, Deafness, Inclusive Schools, Interpersonal Competence
Peer reviewedLax, Bernard; Carter, John L. – Mental Retardation, 1976
Descriptors: Elementary Secondary Education, Exceptional Child Research, Interpersonal Competence, Mainstreaming
Peer reviewedKennedy, Craig H.; Shukla, Smita; Fryxell, Dale – Exceptional Children, 1997
Comparison of two matched groups of seven students with severe disabilities (placed in either general education classrooms or special education classes) found that students in the general education placement interacted more frequently with nondisabled peers, provided and received more social support, and had larger networks of peers without…
Descriptors: Educational Environment, Elementary Secondary Education, Inclusive Schools, Interpersonal Competence
Peer reviewedRafferty, Yvonne; Piscitelli, Vincenza; Boettcher, Caroline – Exceptional Children, 2003
A study compared language development and social competence among 96 preschool children with disabilities in inclusive and segregated classes. Pretest ability was the strongest predictor of progress. Subjects in inclusive classes had higher posttest scores in language development and social skills, but more behavior problems, than peers in…
Descriptors: Behavior Problems, Inclusive Schools, Interpersonal Competence, Language Acquisition
Download full textMertens, Donna M. – 1986
Two studies were designed to examine the effect of school placement (specifically, mainstreamed versus self-contained classrooms) on the social development of hearing-impaired high school youth. In the first study, 85 hearing-impaired high school students (some in self-contained classrooms, and others mainstreamed) were assessed on measures of…
Descriptors: Emotional Adjustment, Hearing Impairments, High School Students, High Schools
Peer reviewedGreen, Fiona; Bayley, John – British Journal of Special Education, 1987
The article describes activities of two education guidance centers in England providing short-term help to behavior disordered students ages 3-15. Program features include classroom-based intervention, individual and group therapy, interim special class placement, and work with families. Assessment and intervention practices are summarized, and…
Descriptors: Behavior Disorders, Case Studies, Educational Diagnosis, Elementary Secondary Education
Fisher, Mary; Meyer, Luanna H. – Journal of the Association for Persons with Severe Handicaps (JASH), 2002
Forty students with severe disabilities were evaluated across two years of either inclusive or self-contained educational programming. Comparison of child development and social competence found the inclusive group made statistically significant gains on the developmental measure and realized higher social competence scores in comparison to the…
Descriptors: Child Development, Elementary Secondary Education, Inclusive Schools, Interpersonal Competence
Peer reviewedHeiman, Tali; Margalit, Malka – Journal of Special Education, 1998
This study assessed 575 students with mild mental retardation in three educational settings. Their loneliness, depression, and social skills were assessed through student self-reports and peer perception of social status. Among findings were that preadolescent students in self-contained classes in regular schools exhibited more loneliness and…
Descriptors: Adolescents, Age Differences, Comparative Analysis, Depression (Psychology)
Delcourt, Marcia A. B.; And Others – 1994
The Learning Outcomes Study, a 2-year investigation, evaluated four popular types of grouping arrangements for gifted students in grades 2 and 3 in 14 collaborative school districts in 10 states. The study compared within-class, pull-out, separate class, and special school instructional arrangements. Study participants (N=1000) included students…
Descriptors: Academic Achievement, Delivery Systems, Gifted, Grouping (Instructional Purposes)
