Integration of physically disabled students |
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| Authors: | Jenny Steinnes |
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| Institution: | 1. Department of Humanities, Social Science and Sports , Lillehammer University College , Norway Jenny.Steinnes@hil.no |
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| Abstract: | Abstract The article reviews research in four areas: impact of integration on children's self‐concept, attitudes toward physically disabled children, effects on their school achievement and teacher reactions to integration. Research evidence suggests that being together with non‐disabled peers makes the disabled child more aware of his physical impairment and restraints. But there are also signs indicating that psychological factors essential for a positive self‐evaluation are activated to a higher degree in the integrated environment. With respect to attitudes of peers there are some, although not conclusive, results suggesting positive influence of integration. Research on school achievement demonstrates the great variability among the physically disabled pupils, in comparison with which the impact of school placement is relatively minor. Teacher opinions about integration of physically disabled pupils are mainly positive, but if the handicap is severe integration is considered possible only with a rich supply of teaching material, reduced class size and support from specialists. The review concludes with glimpses from reports on practical experience with integration. |
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| Keywords: | Motor handicap individualized educational programme assessment and intervention programme home‐school interaction independence autonomy |
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