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Results for “Mainstreaming”

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PubMed1981

Mainstreaming: fulfilling the promise?

Four assumptions that propelled the movement away from self-contained classes for EMR children and towards mainstreaming were presented. Available data were provided for each assumption that indicated the extent to which the initial assumption has been realized. Overall, the data did not indicate major improvement in the caliber of education provided to EMR children as a consequence of the mainstreaming movement. The limitations of present conceptions of mainstreaming were cited as was the possibility of a need to redefine the concept of least restrictive environment.

Achievement↗

PubMed1980

Peer preferences of at-risk and normally developing children in a preschool mainstream classroom.

Social interactions and peer preferences in a preschool mainstream classroom containing normally developing and at-risk children were studied using the ethological method of direct observation. Data on social play and on gaze orientation indicated that normally developing children and at-risk children interacted primarily with children from the same group (other normally developing and at-risk children, respectively). Data on selection on game partner and on preference of seat neighbor, however, revealed peer preference by normally developing children only. The findings were discussed as having theoretical implications for using direct observation vs. the more traditional sociometric methods for studying social adaptation in the mainstream classroom and as having practical implications for mainstreaming at risk-preschoolers.

Child Development↗

PubMed2005

Neuroimpairments, activity performance, and participation in children with cerebral palsy mainstreamed in elementary schools.

Participation and activity performance (motor and cognitive or behavioural) were examined in 148 children with cerebral palsy (CP; 87 males, 61 females; mean age 9y 8mo, SD 1y 11mo; range 6y 1mo to 13y 7mo), mainstreamed in fully inclusive (n=100) and in self-contained classes (n=48) within general schools in Israel, using the School Function Assessment. Differences in participation within these groups were analyzed in relation to the type of CP (mainly spastic hemiplegia, spastic diplegia, and spastic tetraplegia), the level of impairment according to the Gross Motor Function Classification System (GMFCS; level II 55%, level III 37%, and level IV 8%), and additional neuroimpairments. Univariate analyses of variance revealed significant differences in levels of participation and levels of activity performance between different types of CP and GMFCS levels. With regard to additional neuroimpairments, significant differences in participation were found for fully included children with speech and language impairments and those with learning disability within the self-contained group. Physical activity performance partly accounted for differences in participation between children with different types of CP and different levels of motor impairment. These findings suggest that within the mainstreamed environment, participation and activity performance increase as motor disability and/or additional neuroimpairments (speech and language impairments and learning disability) decrease.

Activities of Daily Living↗

PubMed1999

Supporting pupils in mainstream school with an illness or disability: young people's views.

To date, little research has focused directly on health-related support in school for children with a chronic illness or physical disability, yet these children are known to be at increased risk for psychosocial and academic problems. In addition, few studies have sought the views of pupils directly: those which have report a wide range of problems with school life. The increasing numbers of children surviving and managing their health conditions, together with UK policy for inclusive education, means that a growing proportion of pupils in mainstream schools require understanding of their special health needs and may need service support from education and health professionals. This paper presents findings from semistructured interviews with 33 mainstream secondary school pupils with a variety of illnesses and disabilities on the impact of their health condition on school life. Results show that young people valued school and were actively managing the effects of their condition, but needed support from others. Informal support was most frequently cited, including parents--particularly mothers--teachers and close friends. The main difficulties were implications of school absence, exclusion from school life, teachers' reactions to the illness or disability, and peer relationships. The discussion focuses on ways in which health professionals can play a part in supporting pupils both directly and indirectly, through helping others in school understand the condition and its impact on school life.

Attitude↗

PubMed2002

Environmental barriers in mainstream schools.

Research on students with disabilities in mainstream schools often focuses on the students' personal abilities rather than on the establishment itself. To promote inclusive education, the environmental prerequisite for participation has to be explored also. The aim of this study was to identify the barriers to participation in Swedish mainstream schools, from the personal perspective of students with physical disabilities. The study also investigated how gender, diagnosis, level of mobility, academic years and availability of an assistant were related to student-environment fit. A total of 34 students with physical disabilities, aged between 10 and 19 years, participated in the study. The students were assessed by 'The school-setting interview'. Results show that two-thirds of the students experienced barriers to participation in both the physical and the social environment. A majority of the barriers originated from the way in which school activities were organized and carried out in schools. Failure to provide adequate environmental adjustments resulted in restricted participation or exclusion from some of the activities in class. Older students experienced significantly more barriers than younger ones because the school organization was less favourable. The results suggest that the way in which activities are organized in school is the area in need of most improvements to promote participation of students with physical disabilities.

Adolescent↗

PubMed2002

Communicating about pupils in mainstream school with special health needs: the NHS perspective.

AIM: To add to previous research carried out with young people, parents and teachers, by investigating health staff's perspectives on the difficulties, and possibilities for, achieving good communication with school staff with regard to children in mainstream school with a chronic illness or physical disability. RESEARCH DESIGN AND METHODS: A qualitative research study was carried out in one NHS Trust. Twenty semi-structured interviews were carried out with a purposive sample of health staff to cover the spectrum of professionals who have responsibility for meeting the needs of children with a chronic illness or physical disability in mainstream schools (paediatricians, school doctors, school nurses, specialist nurses, health visitors, GPs, speech and language therapists, paediatric occupational therapists, paediatric physiotherapists, clinical psychologists and psychiatrists). RESULTS: The extent to which health professionals communicated with school staff, and the way in which they went about it, varied widely. Communication was facilitated by joint meetings, shared documentation, and local policy development. Sources of difficulty in communication between health and education staff were: the parent as a conduit of information; the practical difficulties of arranging meetings; and lack of knowledge about other professionals' roles. The ethos of the school with regard to health matters, and the flow of information within health services, also had an impact on the communication process. Participants' recommendations focused on two key issues: clarification of the roles of health and education staff with regard to this group of pupils; and how information should flow from health to school staff. DISCUSSION: Many of the findings parallel the previous research with teachers, indicating agreement between professionals from different agencies about aspects of the communication process which are problematic and require attention. The findings suggest that improving communication requires both joint work between health and education staff, and improvements to practice within each agency.

Child↗

PubMed1987

The peer relations of mildly delayed and nonhandicapped preschool children in mainstreamed playgroups.

Previously unacquainted groups of normally developing and mildly developmentally delayed preschool-age boys (N = 64) were brought together to form a series of 8 mainstreamed playgroups. Each playgroup consisted of 3 normally developing 3-year-olds, 3 normally developing 4-year-olds, and 2 mildly developmentally delayed 4-year-olds. The delayed children were matched with the normally developing older group for chronological age and with the normally developing younger group for developmental level. Each playgroup operated 5 days per week for 2 hours per day for a 4-week period. During that time, the peer-related social and play interactions of each child were videotaped, and peer sociometric ratings were obtained at the completion of each playgroup. Analyses of social participation and individual social behavior measures revealed that the analogue playgroup setting was appropriate for evaluating peer interactions, as expected developmental patterns emerged despite the presence of children heterogeneous with respect to chronological age and developmental status. The existence of a deficit in peer-related social interactions for mildly delayed children was supported in this investigation--a deficit that could not be attributed to reputational factors, the unavailability of responsive peers, inadequate matching procedures, unusual sample characteristics, or similar factors. Selected observational measures, peer preference patterns during free play, and peer sociometric ratings also indicated that the delayed children were perceived to be less competent and of lower social status. However, despite their relative isolation, important developmental opportunities were available for mildly delayed children in the mainstreamed playgroups. Possible processes responsible for these outcomes were discussed.

Child, Preschool↗

PubMedDate not supplied

Mainstreaming during the early childhood years.

Issues surrounding the implementation of the integration imperative during infancy and early childhood present formidable challenges to education and community providers. Key among these issues is how professionals provide high-quality services to young children with disabilities in mainstream environments. This article explores current issues related to integration and reexamines the concept of "best practices" as it applies to mainstreaming during the early childhood years. The author recommends an integrated set of indicators for high-quality programs and describes an outcomes-based process for making administrative and pedagogical decisions.

Child, Preschool↗

PubMed1994

The Classroom Communication Ease Scale. Development of a self-report questionnaire for mainstreamed deaf students.

This study describes efforts to develop a self-report psychological scale (CCES: Classroom Communication Ease Scale) to provide information about the extent to which mainstreamed deaf students think that they communicate effectively with teachers and peers, as well as how they feel about their communication experiences in mainstreamed classrooms. Data obtained from administration of the CCES to 50 deaf students enrolled in baccalaureate programs at a postsecondary technical institution were subjected to Rasch rating scale analysis. Fit of data to the measurement model resulted in a set of 42 items that empirically define the concept of "communication ease" in its cognitive aspects and a set of 21 items that elaborate the concept further in terms of its affective aspects.

Adolescent↗

PubMed1990

Mainstreaming and postsecondary educational and employment status of a rubella cohort.

The postsecondary education and work status of 46 rubella deaf young adults was described and evaluated as an outcome of ethnicity, socioeconomic status, preschool attendance, early parent involvement, and degree of prior mainstreaming. With regard to postsecondary education attendance, 24 had two or more years, 11 had one year or less, and 11 had none. At time of interview, 19 were still attending school, 22 were working and five were neither working nor attending an educational program. Ethnic minority young adults were underrepresented in the group with two or more years of postsecondary education, and overrepresented in the group neither working nor in school at time of interview. Prior mainstreaming was a determinant of postsecondary education attendance over and above the effects of demographic and background characteristics. Implications of these findings are discussed.

Adult↗

PubMed1989

Attitudes toward handicapped peers of mainstreamed and nonmainstreamed children in physical education.

The influence of contact (mainstreamed and nonmainstreamed) and sex on attitudes of fifth- and sixth-grade students toward handicapped children was examined. 143 mainstreamed students attended an integrated school, whereas 86 nonmainstreamed students had no handicapped children in their school. Mean responses to the Children's Attitudes Toward Handicapped Scale were subjected to a 2 x 2 analysis of variance which indicated no significant differences by contact or sex. Chi 2 analysis of individual items indicated some significant differences, favoring contact, on items "are fun" and "are interesting".

Attitude↗

PubMed2002

[Social integration of children with multichannel cochlear implant in the mainstream education system].

This paper is a preliminary report concerning result of social integration of children after cochlear implantation in the mainstream education system. It has been proofed that the presence of hearing impaired child in the class has an influence on other children. These other became more sensitive, less selfish and able to see needs of other human being. The tests were conducted on the group of 34 children and adolescents implanted in Poznań, learning in schools in the mainstream education system.

Adolescent↗

PubMed1995

Success of children with cochlear implants in mainstream educational settings.

The availability of cochlear implant technology has made mainstreaming a more reachable social and academic goal for profoundly deaf children. Traditionally, the profoundly deaf child has required more self-contained education. It has been the hard-of-hearing child who reached the mainstream education classroom during the elementary years. Cochlear implant recipients, implanted early and receiving appropriate educational services that maximize learning across all domains, have shown a significant trend toward moving from a more self-contained to a less restrictive educational environment. Children with implants are making these transitions earlier than the larger majority of profoundly deaf children using traditional amplification.

Child↗

PubMed1996

[Spoken and written language abilities of remedial class children placed back into mainstream education].

Current literature emphasizes the role of the speech-language therapist with regard to language learning disabled children. A lack of research regarding the language abilities of the older language learning disabled child was, however, identified. The possibility of continued spoken and written language problems in aid class children who have been placed back into mainstream education, served as a motivation for this research project. The empirical survey was administered on twenty-eight Afrikaans and English speaking ex-aid class children. According to experimental aims the subjects' level of performance in spoken and written language and scholastic skills were analysed and described qualitatively and quantitatively, through the Test for Oral Language Production and the South African Written Language Test. The findings indicate that a significant percentage of the subjects evidenced spoken and written language problems and moderate difficulties in the school subjects Afrikaans and English. Meaningful correlations were found to exist between spoken and written language, and language skills and scholastic performance. Implications for dealing with the language learning disabled child are discussed, and continuation of speech-language intervention with aid class children who have been placed back into mainstream education, is strongly recommended. A need for further research with regard to the older language learning disabled child is expressed in order to support and expand these results.

Child↗

PubMed1998

The prevalence of Tourette syndrome in a mainstream school population.

The aim of this study was to ascertain accurately the prevalence of Tourette syndrome (TS) in a mainstream school population. All year 9 pupils (aged 13 to 14 years) in a mainstream secondary school were investigated using a two-stage procedure. Standardized questionnaires were completed by parents, teachers, and pupils. Class observations were also carried out to identify tics. Those pupils identified as having tics underwent a semistructured interview to determine whether they had TS according to DSM-III-R criteria. Data were available from at least one source (parent, teacher, or self-reports) on 166 of the 167 pupils in the year. Five subjects were identified as having TS according to DSM-III-R criteria, yielding a prevalence estimate of 299 per 10,000 pupils in this age group. The results of this study suggest that TS in the community as a whole is more common and milder than those prevalence estimates and descriptions of the disorder based on TS encountered in secondary or tertiary health-care service settings.

Adolescent↗

PubMed1986

Environmental tobacco smoke: comparative characterization by mutagenicity assays of sidestream and mainstream cigarette smoke.

Mainstream cigarette smoke particles were collected by means of a smoking machine, and sidestream particles were collected from the room in which the smoking took place. The particles were extracted by sonication with acetone, and the extracts were solvent-exchanged to dimethyl sulfoxide. The samples were tested for mutagenicity in the Ames Salmonella/microsome assay. The mainstream extract is preferentially mutagenic in the presence of S9, with about 30,000 revertants/cigarette in TA98, but has little or no activity in its absence. The sidestream extract is also mutagenic in the presence of S9 with TA98, and this activity is mainly due to basic compounds. Sidestream smoke is also significantly mutagenic in the absence of S9 in the strain TA100 as well as in TA97 and TA104. This "direct" activity is due to components that are labile. The response of sidestream particles is 10,000-20,000 revertants/cigarette in TA98 + S9 and TA100-S9 when the collection is performed in a room where the particle concentration is modulated by deposition to surfaces. Sidestream particles collected on glass fiber filter and by electrostatic precipitation (ESP) with a commercial air cleaning device gave essentially the same mutagenic response, showing that ESP sampling may be an alternative to filter sampling for environmental tobacco smoke (ETS) in indoor environments. ESP sampling in children's rooms in smoking and nonsmoking homes showed that 5-10% of the tobacco smoke emitted in the smoking homes entered the child's room, demonstrating that diffusion of pollutants is faster than ventilation in modern buildings with low ventilation rates.

Animals↗

PubMed2006

Determination of nicotine in mainstream smoke on the single puff level by liquid-phase microextraction coupled to matrix-assisted laser desorption/ionization Fourier transform mass spectrometry.

A method coupling liquid-phase microextraction with matrix-assisted laser desorption/ionization Fourier transform mass spectrometry (LPME/MALDI-FTMS) was developed to measure the content of nicotine in mainstream smoke at the single puff level. Glycerol was utilized as a matrix additive in the sample preparation to improve the homogeneity of analyte distribution in a sample spot. Good repeatability of the MALDI-MS signal (RSD <9%) was achieved by the method. Selective LPME facilitated the separation and purification of basic components from cigarette smoke. The LPME device was coupled to a smoking machine, and each puff of one cigarette could be gathered by this modified machine. The amount of nicotine in the mainstream smoke was measured at the single puff level by LPME/MALDI-FTMS. The method was simple and selective and was sufficiently sensitive to detect nicotine in each puff of one cigarette. The method thus offered an alternative approach to the study of the formation mechanism of cigarette smoke constituents.

Journal Article↗

PubMedDate not supplied

Volatile N-nitrosamines in mainstream cigarette smoke: occurrence and formation.

Analytical data is presented for the occurrence of the three major volatile N-nitrosamines in cigarette tobacco and mainstream smoke, namely N-nitrosodimethylamine (NDMA),- N-nitrosoethylmethylamine (NEMA) and N-nitrosopyrrolidine (NPYR) as well as for the occurrence of the corresponding precursor amines and non-volatile N-nitrosamino acids in tobacco. Experimental studies using the C20 reference cigarette show that NPYR present in mainstream smoke results from direct transfer of preformed NPYR (ca. 1.5%), decarboxylation of N-nitrosoproline in tobacco (ca. 10%), pyrolytic nitrosation of pyrrolidine in tobacco (ca. 37%) and concerted decarboxylation/nitrosation of proline (ca. 52%) during tobacco pyrolysis.

Chromatography, Gas↗