Special Education for the Mentally Retarded

Johnson, G. Orville

doi:10.1016/s0031-3955(16)32191-5

Cited by 4 publications

(2 citation statements)

References 1 publication

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“…Such guidelines have evolved as a result of the lessons which have been learned by those school communities which initially challenged the more orthodox segregational and exclusive educational practices applied to the child with a disability. Such communities would have paralleled similar concerns expressed by Johnson (1962), Kaude (1979), andMacMillan (1975), who initiated the first wave of research concerning the comparative advantages for children with disabilities being exposed to differential educational environments. This earlier research questioned the long term academic and social-emotional gains for children placed in segregated settings.…”

Section: Devolution and Special Services To The Disabled Included Witmentioning

confidence: 80%

Parents and educators: Partners working together in an inclusive setting

Raciti¹

1993

J. Psychol. Couns. Sch.

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Parents have the right to participate in the educational planning for their child with a disability, however they often need assistance when interacting with professionals to ensure the best programs for their children. Professionals also require guidelines and opportunities to develop appropriate communication skills when interacting with other professionals and parents. This paper investigates the level of participatory decision-making which exists between parents and professionals, and professionals amongst themselves. The present thrust for including children with a disability in mainstream schools is used as the contextual setting for this investigation. Furthermore, the author presents an intervention plan based on the Collaborative Consultation Model to enhance the participatory decision-making skills of parents and professionals at the local school level.

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Section: Devolution and Special Services To The Disabled Included Witmentioning

confidence: 80%

Parents and educators: Partners working together in an inclusive setting

Raciti¹

1993

J. Psychol. Couns. Sch.

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“…In addition, several authors have hypothesized that special education teachers are less effective in delivering instruction than regular class teachers because they tend to be more concerned about the social development and happiness of their students than about their academic achievement (Goldstein, 1964;Johnson, 1962) . However, any explanation of the relative ineffectiveness of special classes that depends on presumed deficiencies in special education teachers or programs runs counter to Goldstein, Moss, & Jordan's (1965) findings that "ideal" special education programs were no better than regular class placement for MAH students, and fails to consider the fact that even excluding special education, low achieving students learn better in heterogeneous chan in homogeneous classes (Beckerman & Good, 1981;Esposito, 1973).…”

mentioning

confidence: 99%

Count me in: Academic achievement and social outcomes of mainstreaming students with mild academic handicaps.

Madden¹,

Slavin²

1982

PsycEXTRA Dataset

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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 tells 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)

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Developmental Disabilities: An Overview

Capute

1974

Dental Clinics of North America

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Special Education for the Mentally Retarded

Cited by 4 publications

References 1 publication

Parents and educators: Partners working together in an inclusive setting

Parents and educators: Partners working together in an inclusive setting

Count me in: Academic achievement and social outcomes of mainstreaming students with mild academic handicaps.

Developmental Disabilities: An Overview

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