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Peer reviewedBayliss, Philip – British Journal of Special Education, 1995
This article reports on several studies that used discourse analysis to interpret the linguistic interactions between students with special educational needs in segregated and integrated settings. Results indicated that integrated settings were characterized by "didactic" interactions, while segregated settings showed "familiar" behavior. (DB)
Descriptors: Disabilities, Discourse Analysis, Elementary Secondary Education, Higher Education
Download full textEiserman, William D.; Osguthorpe, Russell T. – 1986
The second year of a 2-year study on the benefits of using handicapped students to tutor nonhandicapped peers focused on the effects of having all students in a special class tutor simultaneously (the total class tutoring method). Forty intellectually handicapped students (IQs ranging from 50 to 75) tutored 60 nonhandicapped agemates in basic sign…
Descriptors: Communication Skills, Disabilities, Elementary Education, Interaction Process Analysis
