Social Integration of Deaf Adolescents in Secondary-Level Mainstreamed Programs

Gary W. Ladd; Harold L. Munson; John K. Miller

doi:10.1177/001440298405000504

Social Integration of Deaf Adolescents in Secondary-Level Mainstreamed Programs

Gary W. Ladd, Harold L. Munson, John K. Miller

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

26 Scopus citations

Abstract

This study explored the interpersonal experiences of 48 deaf adolescents attending two-year occupational education programs with nonhandicapped peers. Classroom interactions between deaf and hearing students and classmates' perceptions of mainstreamed peers were assessed for students entering the program during three consecutive academic years. Results indicated that a climate conducive to integrated interactions and friendships did emerge in the mainstreamed programs.

Original language	English (US)
Pages (from-to)	420-428
Number of pages	9
Journal	Exceptional children
Volume	50
Issue number	5
DOIs	https://doi.org/10.1177/001440298405000504
State	Published - Feb 1984
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1177/001440298405000504

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title = "Social Integration of Deaf Adolescents in Secondary-Level Mainstreamed Programs",

abstract = "This study explored the interpersonal experiences of 48 deaf adolescents attending two-year occupational education programs with nonhandicapped peers. Classroom interactions between deaf and hearing students and classmates' perceptions of mainstreamed peers were assessed for students entering the program during three consecutive academic years. Results indicated that a climate conducive to integrated interactions and friendships did emerge in the mainstreamed programs.",

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AB - This study explored the interpersonal experiences of 48 deaf adolescents attending two-year occupational education programs with nonhandicapped peers. Classroom interactions between deaf and hearing students and classmates' perceptions of mainstreamed peers were assessed for students entering the program during three consecutive academic years. Results indicated that a climate conducive to integrated interactions and friendships did emerge in the mainstreamed programs.

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Social Integration of Deaf Adolescents in Secondary-Level Mainstreamed Programs

Abstract

ASJC Scopus subject areas

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