Program Variations in Preschools for Handicapped and Nonhandicapped Children: Mainstreamed vs. Integrated Special Education.

Autor/inn/en	Odom, Samuel L.; Speltz, Matthew L.
Titel	Program Variations in Preschools for Handicapped and Nonhandicapped Children: Mainstreamed vs. Integrated Special Education.
Quelle	In: Analysis and Intervention in Developmental Disabilities, 3 (1983) 1, S.89-103Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Classification; Definitions; Disabilities; Early Childhood Education; Mainstreaming; Preschool Children; Program Design; Special Education + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Begriffsbestimmung; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme design; Programmaufbau; Programmplanung; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Literature is reviewed indicating that programs serving handicapped and nonhandicapped preschool children have been labeled inconsistently, with few attempts to identify specific variables which discriminate program types. Suggested are the terms "integrated special education" (with a high proportion of handicapped) and "mainstreamed" (with a low proportion of handicapped).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01