Literaturnachweis - Detailanzeige
| Autor/inn/en | Budoff, Milton; und weitere |
|---|---|
| Institution | Research Inst. for Educational Problems, Cambridge, MA. |
| Titel | The Development of Concepts of Deviance in Children. Volumes I [and] II: The Development of Concepts of Handicaps: An Interview Study. Volume III: Coding Manual for Interviews about Concepts of Handicaps. Final Report. |
| Quelle | (1980), (765 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adults; Age Differences; Behavior Patterns; Disabilities; Elementary Secondary Education; Etiology; Interviews; Knowledge Level; Mainstreaming; Preschool Education; Socialization; Student Attitudes |
| Abstract | This three volume report presents findings from an interview study with 103 children and adults regarding their awareness and conceptions of handicapping conditions and from a followup study of preschool handicapped and nonhandicapped students. Volume I details the design and results of the interview study focusing on Ss in five age groups: preschoolers, primary grade Ss, junior high school Ss, high school Ss, and adults. Among results were that there was a clear association between patterns of expressed awareness of handicap and age; there was no evidence of a relationship between sex and handicap awareness; a majority of confusions between handicaps involved mental retardation; patterns in explanation of causes varied with age; young children appeared to believe in immunity to handicaps; the percentages of Ss expressing realistic views of the curability of each handicap generally increased with age; Ss' understanding of adaptation appeared to begin as concrete and practical, becoming abstract and experiential with age; with age, Ss became more apt to mention phenomenological aspects of handicaps when asked what it would be like to be handicapped; and half the adolescents and nearly three-fourths of the adults expressed one or more nagative statements toward people with handicaps. Volume II reports results of systematic observation of handicapped and nonhandicapped Ss in mainstreamed preschools. Analysis of observation reports and teacher interviews were performed to determine which behaviors consistently differentiated handicapped from nonhandicapped Ss. Results revealed very few behaviors that were consistently associated with only one group of Ss across both preschools and all observation periods. In general, mildly handicapped Ss tended to behave more like their nonhandicapped classmates than did severely disabled Ss. Positive effects of socializing for both handicapped and nonhandicapped Ss were revealed, as were negative effects of the summer break on social behavior of handicapped Ss. Volume III contains the coding procedures used to analyze interview data. (CL) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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