Integrating Normal and Handicapped Preschoolers: Effects on Child Development and Social Interaction
作者： Joseph R. Jenkins , Matthew L. Speltz , Samuel L. Odom
DOI: 10.1177/001440298505200101
关键词: Social relation 、 Mainstreaming 、 Interpersonal competence 、 Cognition 、 Social play 、 Special education 、 Developmental psychology 、 Child development 、 Peer relationships 、 Psychology
摘要: Integrated special education preschools are one alternative for educating young handicapped and nonhandicapped children in the same setting. Previous research this area has focused on effects of specific variables upon child behavior classroom. Few studies have examined overall program development. The present study evaluated integrated preschool programs, relative to comparable groups nonintegrated preschools, across a broad assessment battery (i.e., measures cognitive, language, motor, social behavior). Children both types programs made significant gains year. classes scored significantly higher only play measure taken an analog Temporal integration, without programming encourage interaction between children, did not pervasive effect development our ...
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