No CrossRef data available.
Article contents
From Inclusion to Exclusion: Educational Placements of Children with Down Syndrome
Published online by Cambridge University Press: 26 February 2016
Abstract
This paper documents the educational placements of 22 children with Down Syndrome who were born between 1976 and 1981. While all but one child started her/his preschool education in inclusive settings, only five children remain in inclusive school settings in 1993. It is suggested that schools need to address the disabling factors in their contexts rather than focus on the child’s perceived inability to cope in inclusive classrooms as she/he matures.
- Type
- Research Article
- Information
- Copyright
- Copyright © The Australian Association of Special Education 1994
References
Alper, S. & Ryndak, D.L. (1992). Educating students with severe handicaps in regular classes. The Elementary School Journal, 92(3), 373–387.Google Scholar
Ballard, K.D. (1993). A socio-political perspective on disability: Research and institutional disablism. New Zealand Journal of Educational Studies, 28(2), 89–103.Google Scholar
Ballard, K.D. (1990). An ecological analysis of progress toward non-restrictive environments in New Zealand. Unpublished Paper, University of Otago N.Z.
Google Scholar
Biklen, D.R. (1985). Achieving the complete school-Strategies for effective mainstreaming. New York: Teachers College Press.Google Scholar
Biklen, D.R., Ford, A., & Ferguson, D.L. (1989). Elements of integration. In Schooling and disability. Illinois: The National Society for the Study of Education, 256–271.Google Scholar
Blatt, B. & Garfunkel, F. (1973). Teaching the mentally retarded. In Travers, P., (Ed.). Second handbook on research on teaching. Chicago: Rand McNally.Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development. Harvard: Harvard University Press.Google Scholar
Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental Psychology, 22(6), 723–742.CrossRefGoogle Scholar
Brown, C. (1990, April 29). Fight for children left for the crows. Dominion Sunday Times. Brown, L., Ford, A., Nisbet, J., Sweet, M., Donnellan, A., & Gruenwald, L. (1983). Opportunities available when severely handicapped students attend chronological age-appropriate regular schools. Journal of the Association for the Severely Handicapped, 8(1), 16–24.Google Scholar
Budgell, P. (1986). Drifting towards segregation. British Journal of Special Education, 13(3), 94–95.Google Scholar
Certo, N., Haring, N., & York, R. (Eds.). (1984) Public school integration of severely handicapped students: Rational issues and progressive alternatives. Baltimore: Paul H. Brookes.Google Scholar
Dunn, L.M. (1968). Special education for the mildly handicapped - is much of it justifiable?
Exceptional Children, 35(1), 5–22.CrossRefGoogle ScholarPubMed
Education Act 1989, Section 8.9.10. Statutes of New Zealand.Google Scholar
Elley, W.B. & Irving, J.C. (1976). Revised socio-economic index for New Zealand. New Zealand Journal of Educational Studies, 11, 25–36.Google Scholar
Ferguson, P. (1992). The social construction of mental retardation. In Nagler, M. (Ed.). Perspectives on disability. Canada: Health Markets Research, 203–211.Google Scholar
Forest, M. (1987). Keys to integration: Common sense to ideas and hard work. In Forest, M. (Ed.). More education/integration. Ontario: G. Allan Roeher Institute, 1-16.Google Scholar
Forest, M. & Lusthaus, E. (1989). Promoting educational equality for all students: Circles and maps. In Stainback, S., Stainback, W., & Forest, M. (Eds.). Educating all students in the mainstream of regular education. Baltimore: Paul H. Brookes, 43–57.Google Scholar
Forest, M. & Pearpoint, J. (1992a). Common sense tools: MAPS and circles for inclusive education. Network, 2(2), 26–35.Google Scholar
Forest, M. & Pearpoint, J. (1992b). Inclusion! The bigger picture. Network, 2(1), 6–10.Google Scholar
Frampton, O. (1981). The social adjustment and academic achievement of segregated and integrated slow learners in a Christchurch secondary school. Research Report No. 81-1. University of Canterbury: Department of Education.Google Scholar
Fulcher, G. (1988). ‘Integration: Inclusion or exclusion?’ In Slee, R. (Ed.). Discipline and schools:. A curriculum perspective. Melbourne: MacMillan.Google Scholar
Fulcher, G. (1989). Theorizing disability. In Fulcher, G., Disabling policies? A comparative approach to education policy and disability. London: The Falmer Press, 21-47.Google Scholar
Goldthorpe, C., Linsell, C. & Hodgson, K. (1988, November). Co-operative learning strategies in secondary school. Paper presented to Community Integration for People with Intellectual Handicaps Conference, University of Otago, Dunedin, New Zealand.Google Scholar
Gray, F. (1993, Summer). The story of Bodie Gray. Trust Talk: Beyond the Difference. The Christchurch Early Intervention Trust Newsletter, New Zealand.Google Scholar
Hayden, A.H. & Dmitriev, V. (1971). Down’s Syndrome Performance Inventory. Seattle: University of Washington, Child Development and Mental Retardation Center.Google Scholar
Jongbloed, L. & Crichton, A. (1992). Difficulties in shifting from individualistic to socio-political policy regarding disability in Canada. Disability, Handicap and Society, 5(1), 25–36.Google Scholar
Johnson, D.W. & Johnson, R.T. (1986). Mainstreaming and co-operative learning strategies. Exceptional Children, 52(6), 25–36.Google Scholar
Kohn, A. (1991). Caring kids: The role of the schools. Phi Delta Kappan, 72(7), 496–506.Google Scholar
Nirje, B. (1969). The normalisation principle and its human management implications. In Kugel, R. and Wolfensberger, W. (Eds.). Changing patterns in residential services for the mentally retarded. Washington|D.C: President’s Committee on Mental Retardation.Google Scholar
Oliver, M. (1985). The integration-segregation debate: Some sociological considerations. British Journal of Sociology of Education, 6(1), 75–92.Google Scholar
Oliver, M. (1992). Guidelines for funding applications to undertake disability research. Disability, Handicap and Society, 7(3), 279–280.Google Scholar
Petterson, J. (1986). Where integration might not work. New Zealand Women’s Weekly, March 10, 82–83.Google Scholar
Pieterse, M. & Center, Y. (1984). The integration of eight Down’s Syndrome children into regular schools. Australia and New Zealand Journal of Developmental Disabilities, 10, 11–20.CrossRefGoogle Scholar
Purchas, M. (1989). Special children simply cannot keep up!
New Zealand Women ‘s Weekly, November 27, 28–29.Google Scholar
Rietveld, C.M. (1989). An evaluation of 7 to 12 year old children with Down ‘s Syndrome in home and school settings: A follow-up study of children from the Christchurch early intervention programme. Education Department, University of Canterbury N.Z. Research Report No. 89-1.Google Scholar
Sailor, W.
Gerry, M. & Wilson, W.C. (1991). Policy implications of emergent full inclusion models for the education of students with severe disabilities. In Wang, M., Reynolds, M.C. & Walberg, H.J. (Eds.), Handbook of special education: Research and practice, volume 4: Emerging programs. Oxford: Pergamon Press, 175–193.Google Scholar
Slee, R. (1991). Learning initiatives to include all students in regular schools. In Ainscow, M. (Ed.). Effective schools for all. London: David Fulton, 43–67.Google Scholar
Stile, S. (1988). Ten major pitfalls in special education programming. The New Zealand Counselling and Guidance Association Journal, 70(1), 54–59.Google Scholar
Stainback, W. & Stainback, S. (1990). Support networks for integrated education. Baltimore: Paul H. Brookes.Google Scholar
Stainback, W., Stainback, S., & Moravec, J. (1992). Using curriculum to build inclusive classrooms. In Stainback, S. and Stainback, W. (Eds.). Curriculum considerations in inclusive classrooms. Baltimore: Paul H. Brookes, 65–83.Google Scholar
The Christchurch Mail (1992, December 17). Increasing numbers of disruptive children concern school principals. The Christchurch Mail, p.3.Google Scholar
Villa, R.A. & Thousand, J.S. (1992). How one district integrated special and general education. Educational Leadership, 50(2), 39–41.Google Scholar
Wolfensberger, W. (1969). The origins and nature of our institutional model. In Kugel, R.B. and Wolfensberger, W. (Eds.), Changing patterns in residential services. Washington D.C: President’s Committee on Mental Retardation.Google Scholar
Zey, K. (1990). How to facilitate integration: A resource teacher’s perspective. Entourage, 5(4), 13–15.Google Scholar