Feedback about Integrating Middle-School Students with Severe Disabilities in General Education Classes

Jennifer York, Terri Vandercook, Cathy Macdonald, Cheri Heise-Neff, Ellen Caughey

Research output: Contribution to journalArticlepeer-review

58 Scopus citations

Abstract

General educators, special educators, and classmates without disabilities were surveyed at the end of the first year that middle-school students with severe disabilities were integrated into general education classes in two suburban midwestern communities. Results of this preliminary study revealed many benefits for educators and students. Educators and classmates concurred that positive outcomes, particularly in the area of perceived social competence, were realized by the students with severe disabilities. Acceptance of these students by classmates was considered to have increased substantially. Educators felt the general class integration experiences were positive for themselves and for students, although there were differences in perspectives between general and special educators.

Original languageEnglish (US)
Pages (from-to)244-258
Number of pages15
JournalExceptional children
Volume58
Issue number3
DOIs
StatePublished - Dec 1991

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