Academic and Social Engagement of Young Children with Developmental Disabilities in Integrated and Nonintegrated Settings.

Altman, Reuben; Kanagawa, Linda

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Peer reviewed

ERIC Number: EJ491041

Record Type: CIJE

Publication Date: 1994

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1079-3917

EISSN: N/A

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Academic and Social Engagement of Young Children with Developmental Disabilities in Integrated and Nonintegrated Settings.

Altman, Reuben; Kanagawa, Linda

Education and Training in Mental Retardation and Developmental Disabilities, v29 n3 p184-93 Sep 1994

Performance data on three children with moderate to severe developmental disabilities, observed in both inclusive integrated and self-contained segregated kindergarten settings, support the conclusion that individual child and setting characteristics transcend administrative model in determining engagement levels across social and academic domains. (Author/JDD)

Descriptors: Classroom Environment, Developmental Disabilities, Kindergarten, Mainstreaming, Outcomes of Education, Performance Factors, Primary Education, Severe Disabilities, Social Integration, Special Classes, Student Characteristics, Teaching Models, Time on Task

Publication Type: Journal Articles; Reports - Research

Education Level: Primary Education

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A