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Results for “Mainstreaming”

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PubMed1998

Cooperative learning and social acceptance of children with mild intellectual disability.

The effects of the participation of non-disabled children in a cooperative learning programme on their social acceptance of classmates with mild intellectual disability was examined. A sample of 24 children with mild intellectual disability in the 9-11-year-old age-range was identified from educational psychologists' case records. All of the children were receiving mainstreaming special education programmes at the time of the study. Twelve of the children had previously attended special education classes, while the remainder had always attended regular classes. Half of the children's regular classes were randomly assigned to either receive an experimental cooperative learning programme or to serve as control classrooms. The non-disabled children in the experimental classes showed significant increases in their social acceptance (sociometric ratings) of the children with mild intellectual disability, both immediately following the programme and 5 weeks later, but no such increases were evident in the children in the control classrooms. This pattern held for both the former special class pupils and the children with mild intellectual disability who had never attended special classes. The results confirm the usefulness of cooperative learning strategies for enhancing the social acceptance of children with mild intellectual disability in mainstreaming special educational programmes, regardless of the nature of their previous special educational provisions.

Child↗

PubMed1995

Medulloblastoma: factors influencing the educational potential of surviving children.

Twenty-five children with a histological diagnosis of medulloblastoma operated upon in our unit and who had then been treated with identical radiotherapy regimes were studied in an attempt to determine the academic potential of children who survive for more than two years following their initial presentation. Fourteen children were attending a mainstream school at which they required no special help or remedial classes and were in the appropriate year for their age while eleven required special help with their schooling. Seven of these attended a mainstream school, but required remedial classes for help with reading, writing and arithmetic while two were in a class a year below what would have normally been expected for their age group. Two children attended a special school for children with learning difficulties. These differences in academic potential can be related to the age of the child at presentation and the presence or absence of postoperative complications.

Cerebellar Neoplasms↗

PubMedDate not supplied

Educational provision for children with specific speech and language difficulties: perspectives of speech and language therapy service managers.

BACKGROUND: Children with specific speech and language difficulties (SSLD) pose a challenge to the education system, and to speech and language therapists who support them, as a result of their language needs and associated educational and social-behavioural difficulties. The development of inclusion raises questions regarding appropriate provision, whether the tradition of language units or full inclusion into mainstream schools. AIMS: To gather the views of speech and language therapy service managers in England and Wales regarding approaches to service delivery, terminology and decision-making for educational provision, and the use of direct and indirect (consultancy) models of intervention. METHOD AND PROCEDURES: The study reports on a national survey of speech and language therapy (SLT) services in England and Wales (129 respondents, 72.1% response rate) and interviews with 39 SLT service managers. OUTCOMES AND RESULTS: Provision varied by age group with support to children in the mainstream common from pre-school to the end of Key Stage 2 (up to 11 years), and to those in designated specialist provision, common at Key Stages 1/2 (ages 5-11 years), but less prevalent at Key Stages 3/4 (11-16 years). Decision-making regarding provision was influenced by the lack of common terminology, with SSLD and specific language impairment (SLI) the most common, and criteria, including the use of the discrepancy model for defining SSLD. Practice was influenced by the difficulties in distinguishing children with SSLD from those with autistic spectrum disorder, and difficulties translating policies into practice. CONCLUSIONS: The implications of the study are discussed with reference to SLT practice, including consultancy models, and the increasingly prevalent policy in local education authorities of inclusion of children with special educational needs.

Attitude of Health Personnel↗

PubMed2005

Long-term functional outcomes and academic-occupational status in implanted children after 10 to 14 years of cochlear implant use.

OBJECTIVES: To assess a group of consecutively implanted children over 10 years after implantation with regard to implant device use and function, speech perception, and speech intelligibility outcomes; and to document current academic or occupational status. STUDY DESIGN: A prospective longitudinal study assessing device function, device use, speech perception, speech intelligibility, and academic/occupational status of implanted deaf children. SETTING: Pediatric tertiary referral center for cochlear implantation. METHODS: The auditory performance and speech intelligibility development of 30 profoundly deaf children were rated before cochlear implantation and at 5 and 10 years after implantation using the Categories of Auditory Performance and the Speech Intelligibility Rating. The academic and/or occupational status of the participants after 10 years of implant experience was documented. All children received a Nucleus multichannel cochlear implant between the ages of 2.5 and 11 years (mean age at implantation, 5.2 yr). Implant experience ranged from 10 to 14 years of use. RESULTS: After 10 years of implant experience, 26 subjects (87%) reported that they always wore their device; 2 subjects (7%), frequently; and 1 subject (3%), occasionally. Only one child had discontinued use of his device. After 10 years of implant use, 26 (87%) of the children understood a conversation without lip reading and 18 (60%) used the telephone with a familiar speaker. Ten years after implantation, 23 (77%) of the subjects used speech intelligible to an average listener or a listener with little experience of a deaf person's speech. One-third to one-half of the implanted children continued to demonstrate improvements at 5 to 10 years of implant use. Of the 30 implanted children, 8 (26.7%) experienced nine device failures. The length of time from identification of the first faulty electrode to reimplant surgery ranged from 2 weeks to 5.5 years, as several failures were gradual or intermittent. However, all children were successfully reimplanted. At the end of the study (10-14 yr after implantation), 19 subjects were in secondary school for children aged 11 to 16 years: 6 were in mainstream schools, 7 were in specialist hearing-impaired units attached to a mainstream secondary school, and 6 were in schools for the deaf. Of the remaining 11 subjects, 4 were in college studying vocational subjects, 2 were in a university studying for a bachelor's degree, 3 were working full-time, 1 was working and going to a university part-time, and 1 was a full-time mother of two young children. CONCLUSION: All but 1 of the 30 implanted children continue using their devices 10 to 14 years after implantation, showing significant progress in speech perception and production. Device failure was frequent, but successful reimplantation occurred in all cases. One-third to one-half of the implanted children in this study continued to demonstrate improvements at 5 to 10 years of implant use. All children are studying or working and are actively involved in their local communities. The results suggest that cochlear implantation provides long-term communication benefit to profoundly deaf children that does not plateau for some subjects even after reimplantation. This study further indicates that cochlear implant centers need the structure and funding to provide long-term support, counseling, audiologic follow-up, rehabilitation, and device monitoring to implanted children.

Adolescent↗

PubMed1993

Children's attitudes toward peers with intellectual disability.

The policy of inclusion (mainstreaming) of children with an intellectual disability in regular schools has raised questions about the extent to which 'true' integration is possible. One important aspect of integration is social acceptance by the regular class children. The purpose of this study was to determine the attitudes of children in primary and intermediate classrooms towards children with an intellectual disability housed in satellite classrooms at public schools. Teachers in the satellite classrooms completed a school integration questionnaire. Attitudes towards and the social distance afforded children in satellite classrooms were relatively positive across all children, especially girls. In particular, attitudes were more positive in schools which had more vigorous administrative policies concerning academic and social integration. The results are discussed in terms of current mainstreaming policies for children with intellectual disabilities.

Adolescent↗

PubMed1990

Are regular education classes equipped to accommodate students with learning disabilities?

This study examined educational practices in regular education classes in grades K-5 to determine changes required to facilitate a full-time mainstreaming program for students with learning disabilities. Data collected during the planning year of a mainstreaming project permitted a detailed analysis of the elementary school and the extent to which it accommodated individual differences. Data from informal and structured observations, interviews, and surveys of students, parents, and teachers suggested that fundamental changes in instruction are necessary for the regular education initiative to work in this school.

Achievement↗

PubMed1991

The form and substance of secondary resource models: content area versus skill instruction.

The provision of core content coursework instruction by secondary learning disability (LD) teachers has increased dramatically in recent years. This article describes the results of a study that compared the perceptions of 48 LD content teachers and 45 basic skills teachers concerning (a) their relationship with the mainstream, (b) curricular structure, (c) instructional methodology, and (d) the behavioral characteristics of their students. Differences in the teachers' judgements were evaluated by t tests. Results indicated that, despite pronounced differences in caseloads and class sizes, the two groups are very similar in how they evaluate their instructional emphases. The data also indicate that the groups differ not so much in how they teach as in how they perceive their interactions and their students' with the mainstream.

Adolescent↗

PubMed1993

What do students with learning disabilities think when their general education teachers make adaptations?

The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and average/high achieving (A/HA) classmates. One hundred seventy-nine students participated in this study: 60 mainstreamed students with LD, 59 low achieving students, and 60 average/high achieving students. Students were selected from 60 teachers' classrooms (20 elementary, 20 middle school, and 20 high school). Results from the elementary level indicate that students with LD differ from their LA and A/HA classmates in that the former indicate a stronger preference for opportunities to work in groups with different students, and prefer the teacher to make adaptations when they have difficulty learning. High school and middle school students from both the LA and A/HA groups, but not the LD group, preferred the teacher who made no adaptations in homework and textbooks. Discussion focuses on the role of students' perceptions in teacher decision making.

Adolescent↗

PubMed2006

The Childhood Asperger Syndrome Test (CAST): test-retest reliability.

The Childhood Asperger Syndrome Test (CAST) is a 37-item parental self-completion questionnaire to screen for autism spectrum conditions in research. Good test accuracy was demonstrated in studies with primary school aged children in mainstream schools. The aim of this study was to investigate the test-retest reliability of the CAST. Parents of 1000 children in years 1-6 in five mainstream primary schools in Cambridgeshire received the CAST. A second identical questionnaire was posted to respondents after approximately 2 weeks. Both mailings generated 136 responses. Agreement above and below a screening cut-point of 15 was investigated. The kappa statistic for agreement (< 15 versus > or = 15) was 0.70, and 97 percent (95 percent CI: 93-99 percent) of children did not move across the cut-point of 15. The correlation between the two test scores was 0.83 (Spearman's rho). The CAST has shown good test-retest reliability, and now requires further investigation in a high-scoring sample.

Asperger Syndrome↗

PubMed2000

Effects of different forms of school contact on children's attitudes toward disabled and non-disabled peers.

BACKGROUND: There have been fluctuations in research interest into the inclusion of children with disabilities in mainstream schools over the last twenty years. It is still not clear what methods, practices and types of contact are most likely to promote positive attitudes in children toward disabled peers and disability generally. AIMS: To consider two theoretical models of inter-group contact, both claiming to identify precursors for generalised attitude change, in relation to the attitudes of non-disabled children toward disabled peers as a function of different classroom contact. SAMPLE: Participants were 256 non-disabled school children aged 5-11 years (128 girls and 128 boys). METHODS: Measures of sociometric preference and the evaluation of psychological and physical attributes were used to ascertain children's perceptions of known and unknown peers with disabilities. RESULTS: A relationship was found between the type of contact the children had with disabled peers, and their perceptions of psychological and physical attributes (stereotypes) of groups of unknown disabled and non-disabled peers. CONCLUSIONS: Results show generalisation of stereotypic attitude/judgments from one type of disability to another as a consequence of the two types of contact situation. Findings have important implications for integrating disabled children into mainstream.

Attitude↗

PubMed1995

Cooperative conversations. The effect of cooperative learning on conversational interaction.

An ongoing challenge for educators of deaf and hard-of-hearing students is to find opportunities for students to use their language skills in a functional way, that is, through conversation. This study was initiated to determine whether cooperative learning is a viable means of encouraging mainstreamed hard-of-hearing students to engage in conversational interaction with their hearing peers and teachers. A single-subject design utilizing three mainstreamed hard-of-hearing subjects attending middle school was used to examine this question. Results of the study indicated that cooperative learning positively influenced the conversational turns, initiations, moves, and mean length of turn in these hard-of-hearing subjects.

Adolescent↗

PubMed1991

A national profile of school-based transition programs for deaf adolescents.

In this study, the transition programs of 326 secondary educational programs for deaf and severely hearing-impaired adolescents were surveyed. Three types of programs were surveyed: residential, mainstream, and "other" (a combination of the first two programs). Sixty-four items depicting desirable transition characteristics were included in the survey, and each item was rated by the programs on a value scale and an implementation scale. Analyses of variance were calculated to determine if there were statistically significant differences among the three program types for each individual survey item on the two rating scales. Based on the data, it appears that the residential schools had higher implementation rates than the mainstream and other programs. All three respondent groups valued the transition items more than they had implemented them (i.e., the value scores were higher than the implementation scores). The data point out the need for researchers and educators to develop and implement more effective transition programs for deaf and severely hearing-impaired students.

Adolescent↗

PubMed2002

A 'positive' approach to supporting a pupil with Down syndrome during 'dedicated numeracy time'?

This exploratory study has been designed to consider how mainstream staff can most effectively support pupils with Down syndrome in numeracy. The study is partly based on the work of Wishart (1996, 2001), looking at motivation and learning styles in young children with Down syndrome. An individual case study was carried out during 'dedicated numeracy time', a central part of the National Numeracy Strategy framework, in a reception class. Background information was collected from the educational records of the pupil, initial unstructured observations and semi-structured interviews with the class teacher and Learning Support Assistant. Structured observations were carried out across individual, group and whole class settings. The findings, from this single case study, revealed that, contrary to the expectations of staff, the pupil demonstrated less inappropriate behaviour in the whole class setting, in comparison to individual and group settings. However, the pupil was more successful in his independent attempts at tasks in individual and group settings, in comparison with the whole class setting. The report concludes that it is important to provide pupils with appropriate support to avoid failure, particularly during the early stages of learning. It also recommends that the pupil is able to work within the mainstream classroom and participate, with the appropriate support, in the whole class 'mentral maths' session and plenary on a more regular basis. This is a small-scale study and the findings tentative. It does however indicate the need for further research in this area.

Achievement↗

PubMed2005

Managing hearing loss in children and adults: Singapore context.

Hearing loss is common in Singapore, with as many as 360,000 persons affected. With Singapore's ageing population, this prevalence is expected to increase. Modern hearing devices have the potential to restore hearing in most patients. Cochlear implants can restore hearing in those with even profound total hearing loss, by stimulating the auditory nerve directly without the need for viable cochlear hair cells. A holistic approach to managing deafness is necessary, including addressing psychosocial issues. Many of the problems experienced by the hearing-impaired are caused by the ignorance and lack of understanding from other people around him/her. "Reverse education therapy" refers to the effective education of these people, to directly benefit the hearing-impaired. In children, hearing restoration together with early detection and effective rehabilitation enable up to 80% to 90% of those born with significant hearing loss to cope well in mainstream education. The infrastructure to support them and facilitate their integration into mainstream society is necessary, and some of these are in place in Singapore. Leisure time noise-induced hearing loss in children is becoming increasingly important. In adults, societal support and understanding are just as important, particularly towards the elderly and pre-lingually deafened adults. Public education in Singapore is necessary, including that on the recognition of the abilities of successfully treated individuals, as well as that on showing more compassion, support and patience towards those who have not benefited sufficiently from treatment. In the future, there is potential for the clinical application of cochlear hair cell/auditory nerve preservation and regeneration.

Adult↗

PubMed1990

Acquisition and maintenance of exercise skills under normalized conditions by adults with moderate and severe mental retardation.

Three older adults with severe and moderate mental retardation were taught a complete regimen of aerobic-type exercises under conditions that approximated mainstream exercise programs. A treatment package (prompts, contingent praise, and delayed reinforcing activities) was implemented by individual coaches while participants followed the instructions of an exercise leader. Prompts were faded and contingent activities were discontinued following skill acquisition. All participants correctly performed between 63% and 85% of the exercise repetitions during training and between 82% and 95% at a 9-month follow-up. Issues and strategies for achieving integration of persons with mental retardation into mainstream leisure activities were discussed.

Adult↗

PubMed1988

Assessment of the perceived school loneliness and isolation of mentally retarded and nonretarded students.

Research indicates that mentally retarded students are often socially rejected or neglected by peers, which may result in students feeling lonely or isolated. Perceived school loneliness and isolation of mainstreamed retarded students and their nonretarded peers was assessed using a 5-point, Likert-type loneliness scale. Retarded students reported significantly more loneliness and isolation than did their nonretarded counterparts. Findings suggest that mainstreaming by itself does not eliminate loneliness and other adverse effects of social isolation. Results were discussed in terms of social metacognition theory and possible intervention needed to remediate the loneliness of retarded students.

Adolescent↗

PubMed1988

Relationship between children's attitudes toward and their social acceptance of mentally retarded peers.

The relationship between the attitudes children express toward mentally retarded peers in laboratory settings and their social acceptance of such peers in their mainstream classrooms was examined. Forty-six fourth through sixth graders expressed their attitudes toward an unknown mentally retarded student presented in a videotape. They also indicated their social acceptance, rejection, or neglect of a mentally retarded peer in their classroom. A step-wise multiple regression analysis showed that children's attitudes toward the target child in the laboratory setting were related to their sociometric choices of the retarded classmate. Results supported previous indirect evidence of a relationship between children's attitudes toward retarded peers presented in a laboratory setting and their social acceptance of retarded peers mainstreamed in their classrooms.

Adaptation, Psychological↗

PubMed1987

Motor co-ordination of children with mild mental handicap.

Motor co-ordination testing using Gubbay's tests was carried out on 885 mainstream schoolchildren, broadly representative of national social class distribution, and on 482 children attending Greater Manchester schools for children with moderate learning difficulties. In spite of limited reliability of the tests considerable differences were demonstrated, suggesting that mildly mentally retarded children are also retarded in motor development. This has clear implications for educational planning whether such children are to be educated in special or mainstream schools in future.

Adolescent↗