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The Social Participation of Students with Deaf-Blindness in Educational Settings.
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Romer, Lyle T.; Haring, Norris G. – Education and Training in Mental Retardation and Developmental Disabilities, 1994
This study of the patterns of contact among 12 students (ages 4-17) with deaf-blindness and their nondisabled age peers at school revealed that students engaged in slightly less than 90 minutes per day in social contact. Many students with deaf-blindness were not developing stable (repeating) contacts with any of their peers. (Author/JDD)
Descriptors: Deaf Blind, Elementary Secondary Education, Interaction Process Analysis, Interpersonal Relationship
Inclusion: Empirical Guidelines and Unanswered Questions.
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Wilson, Barbara A. – Education and Training in Mental Retardation and Developmental Disabilities, 1999
Guidelines for the inclusion of students with severe disabilities in general education programs include (1) respecting parent and student preferences regarding programming; (2) fostering the general-education teacher's sense of empowerment, control, and support; (3) facilitating friendships among children; and (4) structuring classrooms to…
Descriptors: Classroom Environment, Educational Practices, Educational Principles, Elementary Secondary Education
Rebuilding Special Education in Germany after World War II.
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Sengstock, Wayne L.; Ruttgardt, Sieglind Ellger – Education and Training in Mental Retardation and Developmental Disabilities, 1994
The corruption of education values and the destruction of an outstanding educational system for children with mental retardation during Nazi rule in Germany necessitated a complete revamping after World War II. In its redevelopment, Germany resumed the practice of segregation and was slow to embrace social integration as adopted in other…
Descriptors: Comparative Education, Educational Change, Educational History, Educational Trends
Regular Educators' Perceptions of Facilitating Friendships of Students with Moderate, Severe, or Profound Disabilities with Nondisabled Peers.
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Hamre-Nietupski, Susan; And Others – Education and Training in Mental Retardation and Developmental Disabilities, 1994
This survey found that regular education teachers (n=312) felt that friendships between students with and without disabilities are possible, should be facilitated by adults, and are beneficial to all students. The survey also identified educational settings in which friendship, functional life skill, and academic skill development were most likely…
Descriptors: Academic Education, Classroom Techniques, Daily Living Skills, Disabilities