The effects of mainstreaming on children with disabilities have been well-documented, yet its effects on typical children are not well known. In this study, multiple measures were used to examine social behavior and possible determinants of social behavior of typical preschoolers in integrated and non-integrated classrooms. Measures were selected to build toward a comprehensive and convergent picture of what typical children in both settings do and think in reference to their peers. Methodological problems in earlier research were circumvented by increasing the number of settings and size of samples used, and by matching subjects on the variables of gender, age and social-economic status. Sixty typical preschool children in integrated and non-integrated classrooms were compared on the variables of social behavior, self-competence, social distance and attitudes and cognitions about disabilities. Results challenge research reports asserting children with disabilities are assigned low social status in integrated classrooms. In comparison to non-integrated children, children in integrated settings demonstrate more accurate understanding of issues involving disability, and higher competence ratings. They also exhibit more prosocial and communicative behaviors. Children in integrated classrooms demonstrate positive attitudes and behavior toward special needs peers. Findings suggest that children in mainstreamed classrooms demonstrate social interactions, beliefs and attitudes that are socially desirable.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8038 |
| Date | 01 January 1991 |
| Creators | Daly, Teresa |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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