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Volume 8, Issue 2 (Summer 2006)
Advances in Cognitive Sciences 2006, 8(2): 66-71 |
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Forooeddin Adl A, Biglarian A, Adib Sereshki N, Sadr Alsadat J. Accepting Physically Disabled Students by Normal Students in Integrated Schools of Tehran. Advances in Cognitive Sciences 2006; 8 (2) :66-71
URL: http://icssjournal.ir/article-1-233-en.html
URL: http://icssjournal.ir/article-1-233-en.html
1- University of Welfare and Rehabilitation Sciences, Tehran, Iran.
Abstract: (2511 Views)
Objective: Separating disabled children from the community not only imposes high costs on society, but also makes profound affective problems in the children, prohibits development of their capabilities and adjustment to normal environment. For past several decades, the integration method in education has been highly considered. The integrated education has also been implemented in Iran for students with visual, auditory and disabled disorders, but the acceptance of this education from normal students has not been so far investigated.
Method: 502 normal students of integrated schools and 120 students of normal schools in Tehran were selected by cluster random sampling from students at grades three to five, and their acceptance was tested by the Acceptance Scale, and the information was analyzed.
Results: Partially hearing students were more accepted than disabled students both in the integrated and normal schools, and in general, the acceptance was better in integrated schools than normal schools. Also, the acceptance of partially hearing boys was better than their girl peers.
Conclusion: It appears that the integrated method for disabled children, especially those with mild disability, is beneficial and crucial to better scholastic achievement, adaptation with normal children, normalization in the community, and recognition of their special needs.
Method: 502 normal students of integrated schools and 120 students of normal schools in Tehran were selected by cluster random sampling from students at grades three to five, and their acceptance was tested by the Acceptance Scale, and the information was analyzed.
Results: Partially hearing students were more accepted than disabled students both in the integrated and normal schools, and in general, the acceptance was better in integrated schools than normal schools. Also, the acceptance of partially hearing boys was better than their girl peers.
Conclusion: It appears that the integrated method for disabled children, especially those with mild disability, is beneficial and crucial to better scholastic achievement, adaptation with normal children, normalization in the community, and recognition of their special needs.
Type of Study: Research |
Subject:
Special
Received: 2006/03/19 | Accepted: 2006/04/22 | Published: 2006/06/22
Received: 2006/03/19 | Accepted: 2006/04/22 | Published: 2006/06/22
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