Visual behaviour and dyadic interaction between people with intellectual disability and pople who are non-disabled
By: O'Brien, P.
Contributor(s): Tuck, B | Cummins, R | Elkins, J.
Series: Journal of Intellectual Disability Research 42 (1) 1998: 13-21.Publisher: 1998Content type: text Media type: unmediated Carrier type: volume Subject(s): INTELLECTUAL DISABILITY
| COOPERATIVE LEARNING | MAINSTREAMING | EDUCATIONSummary: A sample of 24 children with mild intellectual disability in the 9-11 year old age range was identified from educational psychologists case records. All of the children were receiving mainstreaming special education programmes at the time of the study. The non-disabled children in the experminatal classes showed significant increases in their social acceptanceof the children with mild intellectual disability, both immediately following the programme and 5 weeks later. No such increases were evident in the children in the control classrooms. The results confirm the usefulness of coperative learning strategies for enhancing the social acceptance of children with mild intellectual disability in mainstreaming special educational programmes, regardless of the nature of their previous special educational provisions.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 9495 |
A sample of 24 children with mild intellectual disability in the 9-11 year old age range was identified from educational psychologists case records. All of the children were receiving mainstreaming special education programmes at the time of the study. The non-disabled children in the experminatal classes showed significant increases in their social acceptanceof the children with mild intellectual disability, both immediately following the programme and 5 weeks later. No such increases were evident in the children in the control classrooms. The results confirm the usefulness of coperative learning strategies for enhancing the social acceptance of children with mild intellectual disability in mainstreaming special educational programmes, regardless of the nature of their previous special educational provisions.
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