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1.
Abstract

We compared achievement gains of mildly handicapped and nonhandicapped third graders in a full‐time integrated program, Team Approach to Mastery (TAM), with gains of similar students in regular classrooms and resource‐room programs. Comparisons of residualized gain scores on the Comprehensive Test of Basic Skills showed that nonhandicapped students made substantially greater gains in full‐time integrated TAM classrooms than both mildly handicapped students in the same classrooms and nonhandicapped students in regular classrooms. Although mildly handicapped students in integrated TAM classrooms tended to experience greater gains than students in resource rooms, differences were significant only in math. Overall, results indicated the effectiveness of the TAM model, particularly when achievement gains of nonhandicapped and mildly handicapped students are contrasted with those reported in a more popular, and complex, integrated classroom model.  相似文献   

2.
The feasibility of a functional full‐time integration model was examined by comparing the academic and social achievement of two groups of 13 students with mild intellectual disabilities who had been randomly allocated to either age‐appropriate mainstream classes or to a segregated special class. Both groups of students had previously attended special classes in a support unit catering for students with mild intellectual disabilities and had been taught by two special education teachers. During the experimental phase, one teacher remained in the unit while the other acted as a resource teacher for both integrated students with disabilities and regular low progress students in mainstream classes to which the students with disabilities had been allocated. After a 16 week intervention, the results indicated that the integrated students improved significantly more than their segregated counterparts on measures of decoding and mathematics as well as in time spent playing with regular peers. Furthermore, in one regular classroom where the resource teacher had established a mastery learning/cooperative group procedure, both regular students and those with disabilities improved significantly more in academic skills than a parallel group in a traditionally organized classroom. While it is recognised that teacher effects cannot be partialled out in such an intervention, the implications of these results for extending special education services into the mainstream rather than isolating them within special classes are discussed.  相似文献   

3.
The social participation during free play activities of intellectually handicapped children in regular preschools was compared with that of their non‐handicapped age‐mates in the same preschools, and with that of intellectually handicapped children in a special preschool. While both groups of intellectually handicapped children showed, significantly lower levels of social participation than the non‐handicapped children, the intellectually handicapped children attending the special preschool were significantly lower in terms of social participation than those attending the regular preschools. The results were discussed in terms of the probable advantages of regular preschools as social learning environments for intellectually handicapped children.  相似文献   

4.
Principals from N.S.W. government and non‐government schools were surveyed to elicit their attitudes towards the integration of individual disabled‐children and the support services currently provided. Attitudes forwards mildly intellectually handicapped students in particular were also examined. Analysis of principals’ ratings for each educational/behavioural disability specified indicates that they are positive only about integrating children who demand neither extra competencies nor extra curricular duties from the regular class teacher. Results also suggest that principals are dissatisfied with the quality and quantity of support services routinely provided and now seek resource personnel with the expertise to directly assist the regular teacher in the classroom. Sub‐group variations among principals on both issues are also reported. Data on mildly intellectually handicapped students indicate little attitudinal change since a study undertaken in 1978, although knowledge of the most effective support services for this population appears to have increased. Implications of these findings for policy and practice are discussed.  相似文献   

5.
Eighty‐five mildly handicapped cerebral palsied children integrated into regular schools were assessed in order to identify characteristics associated with academic success and social acceptance. About 50 percent of the children were successful in reading accuracy and comprehension, 45 percent in arithmetic and 60 percent were socially acceptable to peers. Academic achievement was associated with cognitive ability rather than with degree of handicap, while social acceptance was related to affective variables. Cognitive, affective and behavioural mean scores were all within the normal range. Commonality analysis of data derived from the experimental subjects and a contrast group enrolled in a special school indicated that educational placement did not contribute significantly to academic success.  相似文献   

6.
A model of factors was developed in order to examine variables that might be associated with the attitudes of regular classroom teachers toward mainstreaming mildly handicapped children. Using multiple linear regression analyses, the following variables were found to be significant predictors of a positive attitude toward mainstreaming: team-teaching, years of teaching experience (negative correlation), course in diagnosing learning and behavior problems, availability of resource teacher, previous special education teaching experience, number of courses taken in special education, number of students in classroom (25–27), and inservice program experience related to exceptional children. An examination of these predictors suggests that they may be used to select those regular educators who are likely candidates for implementing mainstreaming programs and that school systems can inhance their mainstreaming efforts by arranging the integration settings to conform with these predictors of positive attitude.  相似文献   

7.
Evaluating educational programs for severely handicapped children today presents a number of challenges. These programs have characteristics and features that make them quite unlike “regular” school programs for nonhandicapped children or even those for mildly handicapped children. Moreover, evaluators typically look to aspects of child progress or child gains in determining program success, but schooling for severely impaired children also has some profound implications for parents and families. Thus, this paper will focus on evaluating the impact of schooling on families of severely handicapped children. The article begins by considering the special attributes of severely handicapped children and their school programs. I will then address the impact of these programs, categorized by: (1) the impact of child-focused programs on severely handicapped children themselves; (2) the impact of child-focused programs on families; and (3) the impact of family-focused programs.  相似文献   

8.
Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7‐12 (N = 1,641, students; 53% female) across three schools in Israel. Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within‐class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement.  相似文献   

9.
The purpose of the present study was to compare the adaptive behavior, social adjustment and academic achievement of educable mentally retarded, learning disabled, behavior disordered, and regular class children. A sample of 120 children, aged 7 through 9 years, was selected from class rolls on the basis of group membership, race and sex. Significant differences were found in adaptive behavior, social adjustment, and academic achievement among the four groups; none of the instruments, however, was able to differentiate among all four categories of children. Adaptive behavior and academic achievement differentiated EMR and regular class children from the other two groups, while social adjustment appeared to be the most effective variable in differentiating BD children from the other three categories. Findings of this study support the notion that measures of these abilities provide information of use to teachers, psychologists, and placement committees in their attempts to provide the most appropriate and meaningful education for students with special needs.  相似文献   

10.
Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investigated whether children’s prosocial behavior buffers concurrent and subsequent academic risk in disadvantaged neighborhoods in Bradford, UK. Diverse children (N = 1,175) were followed until age seven, with measurements taken at four times. We used governmental indices of neighborhood-level SES, teacher observations of prosocial behaviors, and direct assessments of academic achievement. Neighborhood SES was positively associated with academic achievement among children with low levels of prosocial behavior, but not among children with high levels of prosocial behavior. Prosocial behavior may mitigate academic risk across early childhood.  相似文献   

11.
This study examined patterns of close relationships among school‐age children with learning disabilities (LD) as manifested in their attachment style, their self‐perceived loneliness, their sense of coherence, and teacher ratings of their academic functioning. In line with resilience theory, this study also aimed to further explore predictors of positive adjustment for children with LD. The sample comprised 98 children with LD from regular classes in four Israeli public elementary schools, and 98 non‐LD children from the same classes. Significant group differences emerged in attachment styles and adjustment. Attachment style significantly correlated with socioemotional adjustment but not with academic functioning. In addition, a subgroup of resilient children emerged among the LD children. Discussion focused on the value of attachment patterns for understanding social and emotional adjustment among school‐age children with LD.  相似文献   

12.
According to the Pygmalion effect, teachers' expectancies affect students' academic progress. Many empirical studies have supported the predictions of the Pygmalion effect, but the effect sizes have tended to be small to moderate. Furthermore, almost all existing studies have examined teacher expectancy effects on students' achievement at the student level only (does a specific student improve?) rather than at the classroom level (do classes improve when teachers have generally high expectations of their students?). The present study scrutinized the Pygmalion effect in a longitudinal study by using a large sample in regular classrooms and by differentiating between two achievement outcomes (grades and an achievement test) and two levels of analyses (the individual and classroom levels). Furthermore, students' self-concept was studied as a possible mediator of the teacher expectancy effect on achievement. Data come from a study with 73 teachers and their 1289 fifth-grade students. Multilevel regression analyses yielded three main results. First, Pygmalion effects were found at the individual level for both achievement outcomes. Second, multilevel mediation analyses showed that teacher expectancy effects were partly mediated by students' self-concept. Third, teachers' average expectancy effects at the class level were found to be nonsignificant when students' prior achievement was controlled.  相似文献   

13.
This study examined the relative influence on children's self-esteem of academic achievement, maternal self-esteem, maternal acceptance, and children's perception of their parents' acceptance of them. Subjects were students with learning disabilities in a self-contained class (n=31), similarly diagnosed students in resource room (n=35), students in compensatory education (n=30), and nondisabled students (n=30) from Grades 3 through 6. Results showed that for the self-contained group, a child's perception of maternal and paternal acceptance plus the child's academic achievement score accounted for 58% of the variance in the child's self-esteem. None of the independent variables accounted for a significant proportion of the variance in the compensatory education and regular class groups. The self-esteem of the regular class students was significantly higher than that of the resource room students and the compensatory education students, but not significantly higher than that of the self-contained students.  相似文献   

14.
Two experimental procedures for positively modifying the attitudes of regular classroom children towards the handicapped were conducted. In both studies, curriculum and/or experiences with the handicapped were introduced to randomly selected groups of regular class elementary children. The curriculum consisted of literature, filmstrips, and lectures about handicapped children, while the experiences consisted of controlled integrational activities. The results indicated that the procedures were partially successful in modifying the attitudes of regular class children towards the handicapped. It was concluded that techniques must be developed systematically for achieving more positive attitudes in regular class children if “mainstreaming” is to become an effective educational concept.  相似文献   

15.
The aim of this study was to examine the associations between learning support, student engagement and academic achievement among adolescents. We also examined the extent to which affective, behavioural and cognitive engagement play a mediating role in students’ perceived learning support from parents, teachers and peers, and contribute to their academic achievement. Malaysian adolescents (aged 12–17 years, N = 2359) completed a self-administered questionnaire based on an adapted version of the Student Engagement And Learning Support Scale. Item and factor analyses were performed to ensure appropriate psychometric properties of the scales. Pearson correlation analysis identified the relationship between variables and structural equation modelling was conducted to identify the role of student engagement as a mediator between learning support and academic achievement. The study provides empirical support for the hypothesis that perceptions of learning support influence adolescents’ affective, behavioural and cognitive engagement in school in different ways, which in turn influences their academic achievement. Cognitive engagement seemed to be the best predictor of academic achievement and the strongest mediator for all three types of learning support. Behavioural engagement was negatively associated with academic achievement, and affective engagement did not have a direct relationship with academic achievement, although it contributed indirectly through cognitive and behavioural engagement. The results of this study provide a basis for policy makers to initiate prevention and intervention programs for increasing the quality of parent–child, teacher–student and peer–peer relationships which ultimately could lead to improved academic competence and outcomes.  相似文献   

16.
This study was designed to elicit the views and preferences of primary education students’ with general learning difficulties concerning different service delivery modes. The main areas to be investigated were: (a) their current educational provision, (b) alternative modes of provision and (c) the most appropriate provider (mainstream or special needs teacher) of educational support. The sample consisted of 95 students in grades 2–6 who voluntarily participated in the study. Interviews, including seven questions concerning students’ views on and preferences for different educational settings (regular classroom without additional support, resource room, in‐class support), were employed for gathering data. The findings clearly confirmed our hypotheses that: (a) students do hold preferences about where and by whom they should be taught, and (b) they do not unanimously prefer one service delivery mode over another. While the majority of the students preferred the resource room over the regular class, it is significant, at the same time, that almost one‐third of the participants preferred the regular classroom. Students’ preference for educational setting (regular classroom or resource room) was significantly influenced by their view of which setting provides more academic benefits. Regarding their preference for the most appropriate provider of support, the great majority preferred receiving help from the special education teacher. Given that in‐class support is not practised in Greek schools and none of the participants had any experience of systematic in‐class support provided by a special teacher, it was surprising to establish that almost one‐half of the students preferred to receive the additional support within the regular class. Students’ preference for a service delivery mode (pull‐out or in‐class support) was significantly influenced by: (a) their preference of educational setting (regular classroom or resource room), and (b) their views of which setting provided greater academic benefit.  相似文献   

17.
ABSTRACT

The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational changes and student achievement, and of the academic climate of the school. Prior achievement was shown to be best predicted by perceived teacher collective efficacy and academic climate, but not self-efficacy. Further analyses revealed that the teacher collective efficacy partially mediated the relationship between teacher self-efficacy and academic climate. These findings were discussed with respect to the sociocognitive perspective.  相似文献   

18.
When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil’s knowledge, but is also influenced by the pupil’s behaviour, the teacher’s expectations and finally the relationship established between the teacher and the pupil. This paper contributes answers to the question which of the traits, perceived by teachers, explain the academic achievements of regular pupils and pupils with special needs. Our analysis shows that perceived traits that explain the academic achievement of regular pupils refer to academic as well as social behaviour, disruptive behaviour and self-regulatory behaviour; therefore, they cover all areas of perceived traits we studied. In pupils with special needs as a whole and in particular groups of pupils with special needs, the factor which presents disruptive social behaviour proved as insignificant, which consequently means that the academic achievement of pupils with special needs depends more on academic and self-regulatory behaviour, task activity and social inclusion.  相似文献   

19.
ObjectiveThe aim of this study was to examine the relationship between children's experiences of three different types of violence and academic achievement among primary school children in Kingston, Jamaica.MethodsA cross-sectional study of 1300 children in grade 5 [mean (S.D.) age: 11 (0.5) years] from 29 government primary schools in urban areas of Kingston and St. Andrew, Jamaica, was conducted. Academic achievement (mathematics, reading, and spelling) was assessed using the Wide Range Achievement Test. Children's experiences of three types of violence – exposure to aggression among peers at school, physical punishment at school, and exposure to community violence – were assessed by self-report using an interviewer administered questionnaire.ResultsFifty-eight percent of the children experienced moderate or high levels of all three types of violence. Boys had poorer academic achievement and experienced higher levels of aggression among peers and physical punishment at school than girls. Children's experiences of the three types of violence were independently associated with all three indices of academic achievement. There was a dose–response relationship between children's experiences of violence and academic achievement with children experiencing higher levels of violence having the poorest academic achievement and children experiencing moderate levels having poorer achievement than those experiencing little or none.ConclusionsExposure to three different types of violence was independently associated with poor school achievement among children attending government, urban schools in Jamaica. Programs are needed in schools to reduce the levels of aggression among students and the use of physical punishment by teachers and to provide support for children exposed to community violence.Practice implicationsChildren in Jamaica and the wider Caribbean experience significant amounts of violence in their homes, communities, and schools. In this study, we demonstrate a dose–response relationship between primary school children's experiences of three different types of violence and their academic achievement. The study points to the need for validated violence prevention programs to be introduced in Jamaican primary schools. Such programs need to train teachers in appropriate classroom management and discipline strategies and to promote children's social and emotional competence and prevent aggression.  相似文献   

20.
The present study examined whether students’ perceptions of two major facets of parental and teacher academic involvement (i.e., academic support and academic monitoring), contribute to the process of students’ achievement goals adoption. French junior high-school students completed two questionnaires assessing first their perceptions of parental and teacher academic involvement, and then their achievement goals three months later. Factorial analyses showed that students differentiated parental academic monitoring from parental academic support, while predominantly perceiving their teacher academic involvement as reflecting monitoring. Multilevel modeling analyses indicated that, as expected, students’ perceptions of parental academic support were positively related to mastery goals while unrelated to performance goals. Also as expected, perceived academic monitoring was associated with performance goals, although the findings revealed an equal contribution of perceived parental and teacher involvement. This new insight about the antecedents of students’ achievement goals emphasizes how important is the role of parental and teacher academic socialization.  相似文献   

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