Three teams of 7th grade English teachers and students were assigned to 3 placements of inclusive education, conflict resolution, and regular curriculum. The inclusive education group (n = 27) scored significantly higher than the regular curriculum group (n = 23) on measures of both perceived school behavior and personal self-concept. Statistically significant teacher-student intercorrelations on both measures were observed in the regular curriculum group.
Get full access to this article
View all access options for this article.
References
1.
BakerE.WangM.WalbergH. (1995) The effects of inclusion on learning. Educational Leadership, 52, 33–35.
2.
KauffmanJ.HallahanD. (1992) The illusion of full inclusion. Austin, TX: Pro-Ed.
3.
MyrickR. (1986) A guidance unit for educational planning. Gainesville, FL: University of Florida.
4.
MyrickR.DixonR. (1985) Changing students' negative attitudes through group counseling. School Counselor, 32, 325–330.
5.
SchlossbergS. (1987) The effects of a counselor-led group guidance intervention on the school attitudes and behavior of ninth grade students. Unpublished doctoral dissertation, Florida Atlantic University, Boca Raton, FL.
6.
SchmidtF.FriedmanA. (1985) Creative conflict solving for kids. (2nd ed.) Miami Beach, FL: Peace Education Found.
7.
StainbackS.StainbackW. (1992) Schools as inclusive communities. In StainbackW.StainbackS.(Eds.), Controversial issues confronting special education: Divergent perspectives. Needham Heights, MA: Allyn & Bacon. Pp. 29–43.
8.
ZieglerE.ScottB.TaylorR. (1991) Effects of guidance intervention on perceived school behavior and personal self-concept: A preliminary study. Psychological Reports, 68, 50.
