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The Handicapped Child in the Regular Kindergarten Classroom

St. John's University

Lisbeth Vincent

University of Wisconsin

Fifteen mildly and moderately handicapped kindergarten-age children and four classrooms of typical kindergarten students and their teachers were the subjects of this investigation. The behavior and interaction of the handicapped students with teachers and peers In the mainstreamed setting was compared to that of nonhandicapped students. Teachers rated handicapped students as successful, partially successful, and unsuccessful. Characteristics distinguishing the three groups of students were identified. High levels of social interaction skills and behaviors were not necessarily correlated with teachers' perception of success. Rather, task behavior and independent task performance were correlated with success. The results were discussed in light of the varied goals for mainstreaming.

Journal of Early Intervention, Vol. 6, No. 1, 84-95 (1982)
DOI: 10.1177/105381518200600110


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