Abstract

The effects of classroom integration on the developmental and social growth of preschool children with disabilities was investigated on 15 pairs of children (n=30) matched for chronological age, sex, initial level of functioning, related services received, and attendance schedules. Progress was measured using the Brigance Diagnostic Inventory of Early Development. Results indicate that children functioning at a lower level of social and emotional functioning perform equally well in integrated and segregated settings while children functioning at a relatively higher level performed better in integrated settings than in segregated settings. No significant differences were found between the integrated and segregated groups in areas of self help, general knowledge and comprehension, or overall development. Additionally, the relationships between developmental progress and the length of the school day and the amount of related services received per week were investigated on 66 subjects. Children in full-day classrooms had greater developmental delays but achieved higher rates of progress than their half-day peers in the areas of social and emotional development and overall development. Furthermore, a positive correlation was found between minutes of related services received each week and the rate of social and developmental progress.

Library of Congress Subject Headings

Children with disabilities--Education (Preschool); Mainstreaming in education; Child development--Testing

Publication Date

10-15-1997

Document Type

Thesis

Department, Program, or Center

Department of Psychology (CLA)

Advisor

Costiuliadek, V.

Comments

Note: imported from RIT’s Digital Media Library running on DSpace to RIT Scholar Works. Physical copy available through RIT's The Wallace Library at: LC4019.2 .H642 1997

Campus

RIT – Main Campus

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