Adolescents' perceptions of young people with severe learning difficulties: the effects of integration schemes and frequency of contact
Adolescents' perceptions of young people with severe learning difficulties: the effects of integration schemes and frequency of contact
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
149-159
Hastings, Richard P.
4fd1ea2a-233f-461b-94c0-769e7d9e2c3c
Graham, Sarah
14f58ba0-3992-455d-b7ce-63b76361a773
May 1995
Hastings, Richard P.
4fd1ea2a-233f-461b-94c0-769e7d9e2c3c
Graham, Sarah
14f58ba0-3992-455d-b7ce-63b76361a773
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, 15 (2), .
(doi:10.1080/0144341950150204).
Abstract
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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Published date: May 1995
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Local EPrints ID: 58137
URI: http://eprints.soton.ac.uk/id/eprint/58137
ISSN: 0144-3410
PURE UUID: 5114a5db-7c1b-4d8e-9b3b-43f1901bef02
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Date deposited: 18 Aug 2008
Last modified: 15 Mar 2024 11:10
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Author:
Richard P. Hastings
Author:
Sarah Graham
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