Computer-Mediated Instruction for Increasing Regular Education Students' Acceptance of Students with Mental Retardation

Deborah G. Hammond; Stanley Zucker; Karen Sullivan Burstein; Samuel DiGangi

Computer-Mediated Instruction for Increasing Regular Education Students' Acceptance of Students with Mental Retardation

Deborah G. Hammond, Stanley Zucker, Karen Sullivan Burstein, Samuel DiGangi

Enterprise Technology (ET)

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

The impact of computer-mediated technology on student preparation for inclusion was explored. Regular education students (36 males, 36 females) were assigned to one of three conditions: control, teacher instruction, and computer instruction. Following the respective treatments, two instruments, the Knowledge scale and the Social Distance Scale (Hazzard, Brightman, Baker, & Ambrose, 1981), were administered to assess any differences on knowledge of, and attitude towards children with mental retardation. Results indicated a significant interaction between condition and gender. Males in the computer instruction group out-performed males in the control and teacher instruction groups with respect to basic knowledge about children with special needs. There were no such differences for female students.

Original language	English (US)
Pages (from-to)	313-320
Number of pages	8
Journal	Education and Training in Mental Retardation and Developmental Disabilities
Volume	32
Issue number	4
State	Published - Dec 1997

ASJC Scopus subject areas

Developmental and Educational Psychology
Clinical Biochemistry

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Computer-Mediated Instruction for Increasing Regular Education Students' Acceptance of Students with Mental Retardation. / Hammond, Deborah G.; Zucker, Stanley; Sullivan Burstein, Karen et al.
In: Education and Training in Mental Retardation and Developmental Disabilities, Vol. 32, No. 4, 12.1997, p. 313-320.

Research output: Contribution to journal › Article › peer-review

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Computer-Mediated Instruction for Increasing Regular Education Students' Acceptance of Students with Mental Retardation

Abstract

ASJC Scopus subject areas

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