Date of Award
Master of Science in Education
John S. Burd
Daniel J. Roubin
This paper concentrates on an approach to enhance the social integration of learning- disabled students in regular classrooms. The chief problem is to design learning experiences which stimulate the development of social integration in mainstream programs. What effect does method of instruction have on positive affective states of learning- disabled students when mainstreamed?
After defining terms, the literature review includes studies on l)divergent questioning and its relationship to the thinking processes, 2)methods of instruction, 3)actual and perceived peer status of learning- disabled students in regular classrooms.
The research design will be experimental, using the classroom situation and primary students. The Peer Acceptance Scale (Bruininks 1972) will be used to assess peer status. Divergent questioning will be the method of instruction.
The investigation will be aimed at the relationship between the level of the learning- disabled student ' s peer status in mainstream programs before and after the method of instruction of divergent questioning .
In addition, a design of divergent questioning techniques for teachers preparing to mainstream will be included.
Bigby, Phyllis, "Social Integration of Learning-Disabled Students in Mainstream Programs Where the Method of Instruction is Divergent Questioning" (1979). Theses. 385.
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