Hostname: page-component-cd9895bd7-q99xh Total loading time: 0 Render date: 2024-12-29T03:58:32.570Z Has data issue: false hasContentIssue false
  • English
  • Français

Social Acceptance of Physically Handicapped Children Integrated into Regular Primary Schools1

Published online by Cambridge University Press:  26 February 2016

Robin Allen ,
Keri Wilton  and
Keith Ballard
Robin Allen
Affiliation:
University of Canterbury
Keri Wilton
Affiliation:
University of Canterbury
Keith Ballard
Affiliation:
University of Otago
Get access Rights & Permissions [Opens in a new window]

Abstract

The social acceptance (by nonhandicapped children) of four former pupils of a special school for physically handicapped children was examined. The pupils had previously (18 months prior to the study) been transferred to regular primary and intermediate schools as part of an integration (mainstreaming) programme. The physically handicapped children and their nonhandicapped classmates showed very similar patterns of social interaction during unsupervised playground activities, and similar levels of social acceptance (sociometric data and teachers’ ratings). Case study data indicated that all physically handicapped children had apparently made a successful adaptation to the physical, academic, and social demands of the regular school, but considerable variation was evident both in the social difficulties encountered by the children during the integration period and in their current (and future) special educational needs.

Type
Articles
Information
Australasian Journal of Special Education , Volume 2 , Issue 2 , November 1978 , pp. 9 - 14
Copyright
Copyright © The Australian Association of Special Education 1978

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

1

Requests for reprints should be sent to Keri M. Willon, Education Department, University of Canterbury, Christchurch 4, New Zealand.

References

Anderson, E. M. The disabled schoolchild: A study of integration in primary schools, London: idon: Methuen, 1973.Google Scholar
Christoplos, F., & Renz, P. A. A critical examination of special education programs. Journal of Special Education, 1969, 3, 371–379.Google Scholar
Dunn, L. M. (Ed.) Exceptional Children in the Schools (2nd ed.) New York: Holt, Rinehart & Winston, 1973.Google Scholar
Elley, W. B. & Irving, J. C. Revised socioeconomic index for New Zealand. New Zealand Journal of Educational Studies, 1976, 11, 25–36.Google Scholar
Haring, N. G. (Ed.) Behaviour of exceptional children (2nd ed.) Columbus, Ohio: Merrill, 1978.Google Scholar
Jones, R. L., Gottlieb, J., Guskin, S., & Yoshida, R. K. Evaluating mainstreaming programs: Models, caveats, considerations, and guidelines. Exceptional Children, 1978, 44, 588–601.Google Scholar
Kerse, A. R. Physically handicapped children. In Havill, S. J. & Mitchell, D. R. (Eds.) Issues in New Zealand special education. Auckland: Hodder & Stoughton, 1972. Pp 108–121.Google Scholar
Milofsky, C. D. Why special education isn’t special. Harvard Educational Review, 1974, 44, 437–458.Google Scholar
New Zealand Department of Education. Directory of special education and guideance services in New Zealand. Wellington: Public Relations Section, Department of Education, 1977.Google Scholar
Parten, M. B. & Newhall, S.M. Social behaviour of preschool children. In Barker, R. G. Kounin, J. S. J. S. & Wright, H. F. (Eds) Child behaviour and development. New York: McGraw-Hill, 1943, Pp 503–525.Google Scholar
Younghusband, E., Birchall, D., Davie, R., & Kellmer Pringle, M. L. (Eds.) Living with handicap. London: National Bureau for cooperation in Child Care, 1970.Google Scholar