Literaturnachweis - Detailanzeige
| Autor/inn/en | Hundert, Joel; Mahoney, Bill; Mundy, Faith; Vernon, Mary Lou |
|---|---|
| Titel | A Descriptive Analysis of Developmental and Social Gains of Children with Severe Disabilities in Segregated and Inclusive Preschools in Southern Ontario. |
| Quelle | In: Early Childhood Research Quarterly, 13 (1998) 1, S.49-65Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0885-2006 |
| Schlagwörter | Child Development; Comparative Analysis; Foreign Countries; Inclusive Schools; Longitudinal Studies; Mainstreaming; Outcomes of Education; Preschool Education; Severe Disabilities; Social Development; Young Children; Canada Kindesentwicklung; Ausland; Inclusive school; Integrative Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Pre-school education; Vorschulerziehung; Severe disability; Schwerbehinderung; Soziale Entwicklung; Frühe Kindheit; Kanada |
| Abstract | Analyzed one-year gains of children with severe disabilities, children with mild/moderate disabilities, and typically-developing children, in segregated or integrated preschools. Found that segregated programs had smaller adult/child ratios and shorter operating hours than integrated programs. Children with severe disabilities in segregated preschools showed fewer gains than others. No group of children with disabilities increased the amount of peer interaction. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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