Children With Mild Learning Difficulties in an Integrated and in a Special School

Comparisons of Behaviour, Teasing and Teachers' Attitudes

Datos Bibliográficos

ID5264367
AutoresMargaret Martlew (University of Sheffield, autor de correspondencia), Jean Hodson (University of Sheffield)
Año1991
Volumen61
Número3
Páginas355-372
Fecha de publicación1991-11-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaBritish Journal of Educational Psychology (JOURNAL)
Identificadores de la revistaISSN: 0007-0998 • E-ISSN: 2044-8279
EditorialWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1991.tb00992.x
PMID1786214
OpenAlexW1973684155
IdiomaEN
Citas recibidas11

Comparisons were made between children and teachers in two schools, one a mainstream school with an integrated 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. Observations were made on children in the playground and their social proximity and positive and negative behaviours were categorised. Self-reports on teasing, bullying and friendships were also collected from children in the mainstream school. Teachers from both schools completed a questionnaire on their attitudes to integration. 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 integrated 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 integration. The special school teachers' expectations fitted more with the findings of the study than did those of the mainstream teachers

Developmental psychology · Learning disability · Mathematics education · Collaborative Teaching and Inclusion · Family and Disability Support Research · Inclusion and Disability in Education and Sport · Psychology