Children with Mild Learning Difficulties in an Intergrated and in a Special School: Comparisons of Behaviour, Teasing and Teacher's Attitudes  

Oleh:

Martlew, Margaret ; Hodson, Jean

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 61 no. 03 (Nov. 1991), page 355.
Topik: Children; Mild Learning Difficulties; Intergrated School; Special School; Comparisons of Behaviour; Teasing; Teacher's Attitudes

Isi artikel

Comparisons were made between children and teachers in two schools, one a mainstream school with an intergrated resource unit for children with mild learning difficulties, the other a special school. Seventeen children with mild learning difficulties from the special school and ten children with mild learning difficulties from the mainstream school, matched with ten mainstream children for age and sex, took part in the study. Onservations were made on children in the playground and their social proximity and positive and negative behaviours were categorised. Self-report on teasing, bullying, and friendship were also collected from the children in the mainstream school. Teachers from both schools completed a questionnaire on their attitudes to intergration. There was no difference in amount of social contact children with mild learning difficulties had in the mainstream and special school nor were there significant differences in total positive and negative behaviours. Mainstream children, however, played significantly less frequently with children with mild learning difficulties and this was more marked in the older than the younger children. Self-reports from children in the intergrated school indicated that the children with mild learning difficulties were teased/bullied more and made fewer friends than the mainstream children. Teachers in the mainstream were more positive and teachers in the special school were more negative towards intergration. The special school teachers' expectations fitted more with the findings of the study than didi those of the mainstream teachers.

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