Hastings, Richard P. and Graham, Sarah (1995) Adolescents’ perceptions of young people with severe learning difficulties : the effects of integration schemes and frequency of contact. Educational Psychology, Volume 15 (Number 2). pp. 149-159. doi:10.1080/0144341950150204

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Abstract

Educational integration schemes for children with severe learning difficulties are based partially on the assumption that the presence of these children in schools will increase the extent to which they are accepted by their peers. However, psychological theories of intergroup behaviour suggest that physical presence alone is unlikely to have this effect. In the present study, the intergroup and interpersonal attitudes towards young people with learning difficulties of 128 adolescents in integrated and nonintegrated schools were examined. Results showed no clear differences between the attitudes of children in the two types of school. The frequency of participants’ contact, not the type of school attended, led to more positive expectations about meeting a young person with learning difficulties. In addition, females were found to be more positive than males on several measures. The implications of these results for the methods and content of future research that could inform the process of educational integration are discussed.

Item Type:	Journal Article
Divisions:	Faculty of Social Sciences > Centre for Educational Development, Appraisal and Research (CEDAR)
Journal or Publication Title:	Educational Psychology
Publisher:	Routledge
ISSN:	0144-3410
Official Date:	1995
Dates:	Date Event 1995 Published
Volume:	Volume 15
Number:	Number 2
Page Range:	pp. 149-159
DOI:	10.1080/0144341950150204
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access

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