A Naturalistic Study of the Conditions and Characteristics Promoting Social Integration of Handicapped Children in Early Childhood Education Classrooms. Final Report.

Autor/inn/en	Brown, Carol Wegley; Peters, Donald L.
Institution	Pennsylvania State Univ., University Park. Coll. of Human Development.
Titel	A Naturalistic Study of the Conditions and Characteristics Promoting Social Integration of Handicapped Children in Early Childhood Education Classrooms. Final Report.
Quelle	(1979), (222 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Class Size; Classroom Design; Classroom Environment; Classroom Observation Techniques; Classroom Research; Comparative Analysis; Early Childhood Education; Handicapped Children; Individual Characteristics; Mainstreaming; Play; Preschool Children; Social Integration; Social Relations; Teacher Characteristics + Suchen Sie Ihr Suchwort? Klassengröße; Klassenraumgestaltung; Klassenklima; Unterrichtsklima; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Integration; Soziale Beziehung
Abstract	The major objectives of this investigation were to: (a) describe and compare the social interaction patterns of handicapped and nonhandicapped children in integrated early education classes; (b) identify characteristics of the classrooms and the teachers that were related to these patterns of social interaction; (c) identify child characteristics that were related to these patterns of social behaviors; and (d) determine if certain program and teacher characteristics differentially related to the social interactions of young handicapped and nonhandicapped children. Fifty-eight early education and day care classrooms in central Pennsylvania that met the criteria of enrolling both handicapped and nonhandicapped preschool age children and being willing to participate provided the sample for this study. From each classroom, one handicapped child was selected randomly and was matched with a nonhandicapped child on the basis of sex and chronological age; 116 subjects participated in the study. Child-child interactions and teacher-child interactions were recorded during thirty-minute observations during free play activities. The trained observer used a twenty-second rotating time sampling procedure; recording first the behavior of one child then the behavior of the "match" child. The data suggest that, although handicapped children are not socially isolated or rejected, there are quantitative differences in their levels of social behaviors that differentiate them from their nonhandicapped classmates. Areas of future research and suggestions for environmental intervention are discussed. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01