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Attitudes of Teachers and Parents in the Australian Capital Territory (A.C.T.) Towards the Integration of Moderately Intellectually Handicapped Children1

Published online by Cambridge University Press:  26 February 2016

Trevor R. Parmenter
Affiliation:
Macquarie University
Rieke Nash
Affiliation:
Macquarie University

Abstract

This paper is a partial report of an investigation into the integration program at two A.C.T. special schools catering for moderately and severely intellectually handicapped children. Teachers and parents of the children at the special schools completed questionnaires concerning the conduct and outcomes of the program. The opinions of teachers at the regular schools were obtained by personal interview.

Overall there were positive attitudes expressed towards the program. Areas of concern include the level of support required for the regular class teacher, the level of preparation the handicapped children required before integration commenced, a worry of parents that handicapped children may be exposed to unnecessary pressures in the regular school system, and the fact that mere exposure of a handicapped child to a regular school environment may not lead to effective integration in the larger community.

Type
Research Article
Copyright
Copyright © The Australian Association of Special Education 1987

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Footnotes

1

Paper presented at 3rd Joint National Conference of AGSSOMD/AAMR, Brisbane, 1985.

References

Collins, M.K. (Chairman), (1984). Integration in Victorian Education. Report of the ministerial review of educational services for the disabled. Melbourne: Education Department of Victoria.Google Scholar
Perrin, B. & Nirje, B. (1985). Setting the record straight: A critique of some frequent misconceptions of the normalization principle. Australia and New Zealand Journal of Developmental Disabilities, 11, 69–74.CrossRefGoogle Scholar