Date Approved

4-25-1995

Embargo Period

9-11-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Klanderman, John

Subject(s)

Children with mental disabilities--Education; Mainstreaming in education

Disciplines

Educational Psychology

Abstract

The purpose of this study is to examine the effects of inclusion of moderately handicapped students in three areas. Handicapped students were observed in order to measure: the number of disturbances they caused, the amount of teacher involvement they required, and the type of social interactions they developed. The students chosen for this study had differing disabilities including physical, emotional and learning handicaps. A sample of three second through fourth grade students was studied. All three of the students were from different communities with similar socioeconomic levels. Although results differed based on the particular handicap, on the average, the handicapped students did require more time from their teachers and did cause more disturbances than their regular education counterparts. In regard to the handicapped students' social interactions, on the average no difference was found among the handicapped students in comparison to the regular education students.

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