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Adolescents’ perceptions of young people with severe learning difficulties : the effects of integration schemes and frequency of contact
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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 ISSN 0144-3410.
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Official URL: http://dx.doi.org/10.1080/0144341950150204
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 | ||||
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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: |
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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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