Hastings, Richard P. and Graham, Sarah
Adolescents' perceptions of young people with severe learning difficulties: the effects of integration schemes and frequency of contact.
Educational Psychology, 15, (2), . (doi:10.1080/0144341950150204).
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Maintains that educational integration assumes that heterogeneous grouping will increase the extent to which the learning disabled are accepted by peers. Reports on a study of 128 adolescents in integrated and nonintegrated schools. Finds that the frequency of contacts, not the type of school attended, led to more positive expectations
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