This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Turnbull, A. P. Articles by Salkind, N. Search for Related Content Social Bookmarking                         What's this?

Mainstreaming in the Kindergarten Classroom: Perspectives of Parents of Handicapped and Nonhandicapped Children

Child Research, University of Kansas

Pamela J. Winton

Frank Porter Graham Child Development Center, University of North Carolina

Jan Blacher

School of Education, University of California, Riverside

Neil Salkind

School of Education, University of Kansas

In this study 101 parents of both handicapped and nonhandicapped children in mainstreamed kindergarten settings participated in a telephone interview. Results indicated a high level of agreement between both sets of parents on the benefits and drawbacks of mainstreaming. The greatest benefits of mainstreaming were identified by parents as related to social outcomes, whereas the greatest drawbacks were in instructional areas. Approximately one-third of the parents in each group did not have prior information or knowledge of mainstreaming; nearly all parents were interested in receiving more information on the topic. The implications of these data for research, teacher training, and information dissemination to parents are discussed.

Journal of Early Intervention, Vol. 6, No. 1, 14-20 (1982)
DOI: 10.1177/105381518200600103


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?