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Social Acceptance of Physically Handicapped Children Integrated into Regular Primary Schools1

Published online by Cambridge University Press:  26 February 2016

Robin Allen ,
Keri Wilton  and
Keith Ballard
Robin Allen
Affiliation:
University of Canterbury
Keri Wilton
Affiliation:
University of Canterbury
Keith Ballard
Affiliation:
University of Otago
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Abstract

The social acceptance (by nonhandicapped children) of four former pupils of a special school for physically handicapped children was examined. The pupils had previously (18 months prior to the study) been transferred to regular primary and intermediate schools as part of an integration (mainstreaming) programme. The physically handicapped children and their nonhandicapped classmates showed very similar patterns of social interaction during unsupervised playground activities, and similar levels of social acceptance (sociometric data and teachers’ ratings). Case study data indicated that all physically handicapped children had apparently made a successful adaptation to the physical, academic, and social demands of the regular school, but considerable variation was evident both in the social difficulties encountered by the children during the integration period and in their current (and future) special educational needs.

Type
Articles
Information
Australasian Journal of Special Education , Volume 2 , Issue 2 , November 1978 , pp. 9 - 14
Copyright
Copyright © The Australian Association of Special Education 1978

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Footnotes

1

Requests for reprints should be sent to Keri M. Willon, Education Department, University of Canterbury, Christchurch 4, New Zealand.

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