Integration of Students with Mental Retardation. Summary Evaluation Report.

Autor/in	Marwell, Barbara E.
Institution	Madison Public Schools, WI.
Titel	Integration of Students with Mental Retardation. Summary Evaluation Report.
Quelle	(1990), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Delivery Systems; Elementary School Students; Elementary School Teachers; Elementary Secondary Education; High School Students; High Schools; Mainstreaming; Mental Retardation; Middle School Students; Middle Schools; Parent Attitudes; Peer Acceptance; Program Evaluation; Secondary School Teachers; Social Integration; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Auslieferung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geistige Behinderung; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Elternverhalten; Programme evaluation; Programmevaluation; Soziale Integration; Schülerverhalten; Lehrerverhalten
Abstract	This evaluation report examines effects of integrating 39 students with mental retardation in 5 elementary and 2 middle schools in Madison (Wisconsin) during the 1988-89 school year. Also reported is the integration of 20 students into the high school program. Data used included interviews and questionnaires with 16 general and 9 special education teachers, telephone interviews with parents of 36 of the integrated students, sociometric data from 13 of the classrooms, attitudinal responses of sixth graders at one school, and a questionnaire completed by parents of nonhandicapped children at one school. Thirty-nine findings are summarized. These include: the integrated students were generally accepted by their classmates, with 61 percent receiving sociometric ratings near the mean and 29 percent in the socially "neglected or rejected" range; integrated students had greater success in achieving eight Individualized Education Program goals than did matched students in traditional programs; parents of integrated students were generally satisfied, with 85 percent saying they would choose an integrated program over a more traditional model; 90 percent of parents of nonhandicapped students believe that academic and behavioral standards have been maintained; and general education teachers identified positive social effects for nonhandicapped students. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC