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Peer reviewedRomer, 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
Peer reviewedHambleton, Donald; Ziegler, Suzanne – Exceptional Children, 1976
Descriptors: Elementary Education, Exceptional Child Research, Interaction Process Analysis, Interpersonal Relationship
Download full textBandyk, Jennifer E.; Diamond, Karen E. – 1997
This study examined changes in the social interactions of children with and without disabilities, who were enrolled in inclusive preschool classes. It investigated the frequency of child participation in groups during free play, differences in participation patterns of children with and without disabilities, and ways in which children's patterns…
Descriptors: Classroom Observation Techniques, Disabilities, Inclusive Schools, Interaction Process Analysis
Bang, Myong-Ye; Lamb, Peg – 1996
This study examined the impact of 3 years of full inclusion of students with severe disabilities in a Lansing (Michigan) high school. Teacher and parent surveys as well as observations of student interactions and classrooms were used to evaluate inclusion of seven students with low-incidence disabilities (autistic impairment, trainable mental…
Descriptors: Autism, High School Students, High Schools, Inclusive Schools
