Active and Passive Task Related Behavior, Direction Following and the Inclusion of Children with Disabilities

Autor/inn/en	Kemp, Coral; Carter, Mark
Titel	Active and Passive Task Related Behavior, Direction Following and the Inclusion of Children with Disabilities
Quelle	In: Education and Training in Developmental Disabilities, 41 (2006) 1, S.14-27 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-0350
Schlagwörter	Disabilities; Classrooms; Inclusive Schools; Compliance (Psychology); Mainstreaming; Mental Retardation; Time on Task; Student Behavior; Comparative Analysis; Kindergarten; Young Children; Behavior Problems; Regular and Special Education Relationship; Teacher Attitudes; Large Group Instruction + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Classroom; Klassenraum; Inclusive school; Integrative Schule; Geistige Behinderung; Zeitaufwand; Student behaviour; Schülerverhalten; Frühe Kindheit; Lehrerverhalten
Abstract	The relationship between specific classroom skills and long-term inclusion of children with primarily intellectual disabilities in regular classrooms was examined. Measures of on-task behavior and direction following behavior were collected for 19 children with disabilities who had been integrated for 1.5 to 5.5 years in general education classrooms. Data were collected concurrently on teacher nominated average peers in each classroom of children with disabilities. These data were compared with similar data collected on children with disabilities in their first year of school (kindergarten) to see whether the classroom skills of these children changed in relation to their peers. On-task behavior during whole class instruction and direction following behavior was problematic for children with disabilities. There was also preliminary evidence that some classroom skills may be associated with more successful inclusion. There was no evidence of an increasing discrepancy between children with intellectual disabilities and peers in relation to classroom skills. Implications of these findings for including children with disabilities in general education classrooms are discussed. (Contains 9 tables.) (Author).
Anmerkungen	Division on Developmental Disabilities, Council for Exceptional Children. DDD, PO Box 3512, Fayetteville, AR 72702. Tel: 479-575-3326; Fax: 479-575-6676; Web site: http://www.dddcec.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10