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Adolescents' perceptions of young people with severe learning difficulties: the effects of integration schemes and frequency of contact

Record type: Article

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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Citation

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), pp. 149-159. (doi:10.1080/0144341950150204).

More information

Published date: May 1995

Identifiers

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: 17 Jul 2017 14:27

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Contributors

Author: Richard P. Hastings
Author: Sarah Graham

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