Count Me In: Academic Achievement and Social Outcomes of Mainstreaming Students with Mild Academic Handicaps. Report No. 329.

Autor/inn/en	Madden, Nancy A.; Slavin, Robert E.
Institution	Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.
Titel	Count Me In: Academic Achievement and Social Outcomes of Mainstreaming Students with Mild Academic Handicaps. Report No. 329.
Quelle	(1982), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Elementary Secondary Education; Emotional Adjustment; Exceptional Child Research; Literature Reviews; Mainstreaming; Mild Disabilities; Peer Acceptance; Resource Room Programs; Special Classes; Student Adjustment; Student Placement + Suchen Sie Ihr Suchwort? Schulleistung; Emotionale Anpassung; Special class; Sonderklasse; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerpraktikum
Abstract	The paper reviews research on the effects of placement in full-time special education classes, part-time regular classes with resource support, and full-time regular classes on mildly handicapped students. Also examined are programs designed to improve achievement, social-emotional adjustment, and social acceptance of the academically handicapped by their nonhandicapped peers. Studies of placements indicate no consistent benefits of full-time special education on any major outcomes; the research tends to favor full- or part-time regular class placement over full-time special education for the achievement, self-esteem, behavior, and emotional adjustment of the academically handicapped. Differences between full-time regular class placement and part-time regular class placement with resource help tend to favor well-constructed part-time programs for achievement, but not for social-emotional outcomes. Research indicates that cooperative learning programs and individualized instruction programs can improve the self-perceptions and behavior of mainsteamed academically handicapped students and acceptance by their nonhandicapped classmates. (Author/SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01