Hostname: page-component-78c5997874-4rdpn Total loading time: 0 Render date: 2024-11-06T07:00:59.275Z Has data issue: false hasContentIssue false
  • English
  • Français

The integration of children with behaviour disorders: A longitudinal study

Published online by Cambridge University Press:  26 February 2016

Keith Bradshaw
Keith Bradshaw*
Affiliation:
The University of Western Sydney - Macarthur
*
Address for correspondence: Keith Bradshaw, The University of Western Sydney - Macarthur, P.O. Box 555, Campbelltown NSW 2560. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Children with behaviour disorders have long been regarded as the most difficult group of children with special needs to integrate into the regular classroom. Despite the difficulty Government policy continues to advocate integration for all children with special needs. The present study examines the placement of children with behaviour disorders in regular schools one and two years after an initial study on their integration was undertaken. The results indicate that many of these children are no longer at the surveyed school. The results would suggest that the regular classroom/school may not be the optimal learning environment for all children with behaviour disorders.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 21 , Issue 2 , January 1997 , pp. 115 - 123
Copyright
Copyright © The Australian Association of Special Education 1997

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bender, W.N. (1986). The case against mainstreaming-Emperical support for the political backlash. Education, 105,279–287 Google Scholar
Braaten, S., Kauffman, J.M., Braaten, B., Polsgrove, L., & Nelson, C.M. (1987). The regular education initiative patent medicine for behavioral disorders. Exceptional Children, 55, 21–27 Google Scholar
Bradshaw, K. (1987). Behaviour disordered children-To integrate or not. Australian Journal of Remedial Education, 79(1), 19–21.Google Scholar
Center, Y., Ferguson, Y., & Ward, J. (1988). The integration of children with disabilities into regular classes (mainstreaming): A naturalistic study. Stage 1 Report. Macquarie University: Special Education Centre.Google Scholar
Collins, M.K. (1984). Memoradum No 28: Integration in Victorian Education. Melbourne, VIC: Ministry of Education. Office of Director General.Google Scholar
Danby, J., & Cullen, C. (1988). Integrating and mainstreaming: A review of the efficacy of mainstreaming and integration for mentally handicapped pupils. Educational Psychology, 8(3), 177–195.CrossRefGoogle Scholar
Fuchs, D., Fuchs, L.S., Fernstrom, P. & Hohn, M. (1991). Towards a responsible reintegration of behaviorally disordered students. Behavioral Disorders, 16,133–147.CrossRefGoogle Scholar
Gow, L. (1989). Review of Integration in Australia: Summary Report. Canberra: D.E.E.T. Google Scholar
Gow, L. Ward, J., Balla, J., & Snow, D. (1986). Directions for integration in Australia-Overview of a report to the Commonwealth Schools Commission The Exceptional Child, 35(1), 5–22.Google Scholar
Gresham, F. (1982). Misguided mainstreaming: The case for social skills training with handicapped children. Exceptional Children, 48, 422–430.Google Scholar
Heward, W.L., & Orlansky, M.D. (1984). Exceptional children-An introductory survey of special education (2nd ed.). Columbus, OH: Charles. E. Merrill Google Scholar
Hornby, G. (1992). Integration of children with special educational needs: Is it time for policy review? Support for Learning, 7(3), 130–134.Google Scholar
Kauffman, J.M., McCullough, L.L., & Sabornie, E.J. (1984). Integrating exceptional students: Special problems involving the emotionally disturbed/behaviorally disordered. B.C. Journal of Special Education, 8, 201–210.Google Scholar
Larrivee, B. (1985). Effective teaching for successful mainstreaming. New York: Longman.Google Scholar
Larrivee, B., & Cook, L. (1979). Mainstreaming: A study of the variables affecting teacher attitude. Journal of Special Education, 13, 315–324.Google Scholar
Lindsay, G. (1989). Evaluating integration. Educational Psychology in Practice, 5,7–16.CrossRefGoogle Scholar
Madden, N.A., & Slavin, R.E. (1983). Mainstreaming students with mild handicaps: Academic and social outcomes. Review of Educational Research, 53, 519–569.Google Scholar
Masat, L.J. (1980). Transistional strategies for mainstreaming emotionally disturbed (ED) students. Paper presented at the 58th Annual International Convention of the Council for Exceptional Children. Philadelphia PA: (ERIC Document Reproduction Service No ED 188-388).Google Scholar
Nelson, C.M., & Pearson, C.A. (1991). Integrating services for children and youth with emotional and behavioral disorders. Reston VA: Council for Exceptional Children.Google Scholar
New South Wales Department of School Education (1993). Special Education policy. Parramatta, Australia: N.S.W. Government Printer.Google Scholar
Ruhl, K.L., & Berlinghoff, D.H. (1992). Research on improving behaviorally disordered students’ academic performance: A review of the literature. Behavioral Disorders, 17, 178–190.Google Scholar
Sapon-Shevin, M. (1978). Another look at mainstreaming. Phi Delta Kappan, 60, 119–121.Google Scholar
Saunders, J. (1987). Bad, mad or sad. The Special Education Journal, 2, 9–13.Google Scholar
Schiefelbusch, R.L. (1986). Integration-who benefits? Paper presented at the 11th Annual Conference of the Australian Association of Special Education, Adelaide.Google Scholar
Steinberg, Z., & Knitzer, J. (1992). Classrooms for emotionally and behaviorally disturbed students: Facing the challenge. Behavioral Disorders, 17, 145–156.CrossRefGoogle Scholar
Swan, W.W., Brown, C.L., & Jacob, R.T. (1987). Types of service delivery modes used in the reintegration of severely emotionally disturbed/ behaviorally disordered students. Behavioral Disorders, 12, 99–103.Google Scholar