BEHAVIORAL AND DEVELOPMENTAL OUTCOMES IN YOUNG-CHILDREN WITH DISABILITIES IN INTEGRATED AND SEGREGATED SETTINGS - A REVIEW OF COMPARATIVE-STUDIES

被引：111
作者：
BUYSSE, V
BAILEY, DB
机构：
[1] Frank Porter Graham Child Development Center, University of North Carolina, Chapel Hill
来源：
JOURNAL OF SPECIAL EDUCATION | 1993年 / 26卷 / 04期
关键词：
D O I：
10.1177/002246699302600407
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
This article reviews the literature comparing outcomes for young children with disabilities in integrated and segregated settings. An examination of research methodology, dependent measures, and programmatic variables is used to analyze the effects of preschool integration across 22 studies. Despite some methodological weaknesses, an analysis of findings provides support for the benefits of preschool integration with respect to social and other behavioral outcomes. Children's developmental outcomes over time have not been shown to vary as a function of integrated versus segregated placement. The article concludes with a discussion of these findings and their implications for future research and practice in early intervention.nn`'11kj501006.rei
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页码：434 / 461
页数：28
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