Hostname: page-component-77c89778f8-gvh9x Total loading time: 0 Render date: 2024-07-21T17:33:41.011Z Has data issue: false hasContentIssue false
  • English
  • Français

Social Skills Training for the Handicapped in Mainstream Classrooms

Published online by Cambridge University Press:  26 February 2016

Paul Gannon
Paul Gannon*
Affiliation:
James Cook University
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper argues strongly that the survival of handicapped students in mainstream classes depends essentially on good teacher-student and peer-to-peer social interactions. Supporting empirical evidence is provided and the essential approach needed to facilitate the required interactions is outlined.

Type
Research and Review
Information
Australasian Journal of Special Education , Volume 7 , Issue 2 , November 1983 , pp. 14 - 17
Copyright
Copyright © The Australian Association of Special Education 1983

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Allen, K.E., Benning, D.M. & Drummond, T.W. Integration of normal and handicapped children in a behaviour modification pre-school: A Case study. In Semb, G. (ed.). Behaviour Analysis and Education. Lawrence, Kansas, University of Kansas Press, 1972.Google Scholar
Baldion, W.D. The educable mentally retarded child in the regular grades. Exceptional Children, 1958, 25, 106–108.Google Scholar
Barclay, J. Interest patterns associated with measures of social desirability. Personal Guidance Journal, 1966, 45, 56–60.CrossRefGoogle Scholar
Bruininks, V.L. Peer Status and personality characteristics of Learning Disabled and non-disabled students. Journal of Learning Disabilities, 1978, 11, 484–489.Google Scholar
Bryan, T.S. Peer popularity of learning disabled children. Journal of Learning Disabilities, 1974, 7, 621–625 Google Scholar
Cassidy, V.M. & Stanton, J.E. An investigation of factors involved in the educational placement of mentally retarded children. Columbus, Ohio: Ohio State University Press, 1959.Google Scholar
Cobb, J. The relationship of discreet classroom behaviour to fourth grade academic achievement. Journal of Educational Psychology, 1972, 63, 74–80 CrossRefGoogle Scholar
Cowen, E.L., Pederson, A. Babigan, H., Izzo, L.D. & Trost, M.A. Longterm follow up of early detected vulnerable children. Journal of Consulting and Clinical Psychology, 1973, 41, 438–446.CrossRefGoogle ScholarPubMed
Dwiggins, D. An investigation of differences in teacher standards and expectations that teachers hold for handicapped vs non-handicapped students. Doctoral dissertation, University of Oregon, August, 1981 Google Scholar
Feitelson, D., Weintraub, S. & Michael, O. Social interactions in heterogeneous pre-schoolers in Israel. Child Development, 1972, 43, 249–259.Google Scholar
Gottman, J., Gonso, J., & Rassmussen, B. Social interaction, social competence and friendships in children. Child Development, 1975, 46, 709–718 Google Scholar
Gresham, F. Social skills training with handicapped children. A review. Review of Educational Research, Spring, 1981, 51, 139–176.CrossRefGoogle Scholar
Hersh, R. & Walker, H.M. Great expectations: Making schools effective for all children. Paper presented at The Wingspread Conference on Special Education and Public Policy for the 1980’s Racine, Wisconsin, September, 1981.Google Scholar
Johnson, D.W. & Johnson, R.T. Integrating handicapped students in the mainstream. Exceptional Children, 1980, 47, 90–98 Google Scholar
Johnson, G.O. A study of the social position of mentally handicapped children in the reqular grades. American Journal of Mental Deficiency, 1950, 55, 60–89.Google Scholar
Johnson, G.O. A comparative study of the personal and social adjustment of mentally handicapped children placed in special classes with mentally handicapped children who remain in regular classes. Syracuse, N.Y. Syracuse University, 1961.Google Scholar
Johnson, D.W. Group process: Influences on student-student interaction and school outcomes. In McMillan, J. (ed.) The Social Psychology of School Learning. New York: Academic Press.Google Scholar
Jordan, J.B. Intelligence as a factor in social position: A sociometric study in special classes for the mentally handicapped. Dissertation Abstracts, 1960, 21, 2987–2988 Google Scholar
La Greca, A. & Santogrossi, D. Social skills training with elementary school students: A behavioural group approach, Journal of Consulting and Clinical Psychology, 1980, 48, 220–227.Google Scholar
Larrivee, B. & Cook, L. Mainstreaming: A study of the variables affecting teacher attitude. Journal of Special Education, 1979, 13, 315–324.Google Scholar
Laughlin, F. The peer status of sixth and seventh grade children. Bureau of Publications. Teachers College, Columbia Universtiy, 1954.Google Scholar
MacMillan, D. Jones, R. & Meyers, C. Mainstreaming the mildly retarded: Some questions, cautions and guidelines. Mental Retardation, 1976, February, 3–10.Google Scholar
Millburn, J. & Cartledge, G. The how-to of effective social skills teaching. The Directive Teacher, Winter, 1981, p. 12.Google Scholar
Muma, J. Peer evaluation and academic performance, Personality Guidance Journal, 1965, 44, 405–409.Google Scholar
Ray, J.S. Behaviour of developmentally delayed and non-delayed toddler age children: An ethological study. Unpublished doctoral dissertion, George Peabody College, 1974.Google Scholar
Roff, M. Childhood social interactions and young adult bad conduct. Journal of Abnormal Social Psychology, 1961, 63, 333–337.Google Scholar
Roff, M, Sells, B. & Golden, M. Social Adjustment and Personality Development in Children. Minneapolis: University of Minnesota Press, 1972.Google Scholar
Sarason, S. & Doris, J. Mainstreaming Dilemmas, opposition, opportunities. In Reynolds, M. (ed.). Future of Education for Exceptional Children. Emerging Strutctures. Reston: Council for Exceptional Children, 1978.Google Scholar
Semmel, M.I., Gottlieb, J. & Robinson, N.M. Mainstreaming: Perspectives on educating handicapped children in the public schools. In D.C.: Berliner (ed.). Review of Research in Education, Washington D.C.: American Educational Research Association, 1979.Google Scholar
Thurstone, T.G. An evaluation of educating mentally handicapped children in special classes and the regular grades. Chapel Hill: University of North Carolina, 1959.Google Scholar
Ulman, C. Teachers, peers and tests: Predictors of adjustment. Journal of Educational Psychology, 1957, 48, 257–267.CrossRefGoogle Scholar
Walker, H.M. & Rankin, R. The S.B.S. Inventory of Teacher Social Behaviour Standards and Expectations. Centre on Human Development, Clinical Services Building, University of Oregon, Eugene, Oregon 97403, 1980.Google Scholar
Walker, H.M., Holmes, D. McConnell, S., Walker, J. Todis, B., Clarke, J., Cohen, J., Anderson, J., Connery, A. & Gannon, P.M. The S.B.S. Social Skills Curriculum. Social Behaviour Survival Project, Centre of Human Development, University of Oregon, Eugene, Oregon, 97403, 1981.Google Scholar