Early Perceptions of Orthopedic Disability

Rl, Jones

doi:10.1177/001440296703400107

Cited by 26 publications

(10 citation statements)

References 4 publications

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“…The two most frequently cited goals of integration of handicapped children into the mainstream of education are: (a) the amelioration or indeed the prevention of subsequent educational, social, and emotional disabilities stemming from the 2 labeling, rejection, or isolation of handicapped children (Bijou, 1966;Gerber, 1977;Goffman, 1963;Jones & Sisk, 1967;Levitt & Cohn, 1976), and (b) preparation for future incorporation into increasingly less restrictive environments (Hayden, 1974;' Turnbull, 1980) --ultimately into regular classrooms and active participation in the community (Hayden, 1974;Wynne, Ulfelder, & Dakof, 1975).…”

Section: Discussionmentioning

confidence: 99%

Sex Differences in Social Development

Lueke

2016

Encyclopedia of Evolutionary Psychological Science

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Section: Discussionmentioning

confidence: 99%

Sex Differences in Social Development

Lueke

2016

Encyclopedia of Evolutionary Psychological Science

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“…Several researchers (Jones and Sisk, 1967;Richardson et al, 1961;Wright, 1960) questioned how prejudices toward the disabled are learned. In recent years increasing attention has been paid to the powerful influence exerted by various branches of the mass media in the perpetuation of disabled stereotypes (Elliott and Byrd, 1982;Thomas and Wolfensberger, 1982;Weinberg and Santana, 1978).…”

Section: Transmission Of Attitudes: the Mass Mediamentioning

confidence: 99%

“…As integration opportunities for handicapped students increase, attention to the attitudes of nondisabled children is critical (Voeltz, 1980). An early study by Jones and Sisk (1967) examined when and how children form perceptions of orthopedic handicaps. The subjects were 230 nondisabled children between the ages of two and six.…”

Section: Introductionmentioning

confidence: 99%

Children's attitudes towards disability: A review and analysis of the literature

Wetstein-Kroft

Vargo

1984

Int J Adv Counselling

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A first step towards the design and implementation of a successful mainstreaming program requires a careful examination of two key issues. First, what are children's attitudes towards disability, and second, what are the critical elements involved in facilitating attitude change? This paper examines the current research literature on children's attitudes towards disability and programs aimed at attitude change. The review culminates in a synthesis of the key themes and issues involved and provides a foundation for further study.

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“…Although research findings indicate that children begin to demonstrate an awareness of disability between the ages of 3 and 4 years (Asher, Note 3; Jones & Sisk, 1967), few studies have attempted to determine whether differences in the nature of their interactions with handicapped children also occur at this time. Such information may be of value to educators who are interested in determining an optimal time to begin the process of educational integration.…”

Section: Characteristics Of Children and Socialmentioning

confidence: 99%

The Relationship between Behavioral Characteristics of Children and Social Interaction in an Integrated Setting

Beckman

1983

Journal of the Division for Early Childhood

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This study was designed to examine the social interaction of handicapped and nonhandicapped children in an integrated preschool setting. Four groups of children (nonhandicapped 4-year-olds, nonhandicapped 3-yeor-olds, and moderately handicapped and severely handicapped) were observed during free play for 12 5-minute observations. Observations consisted of two phases, one 3-minute period in which interactions were recorded followed by a 2-minute period in which specific behaviors and types of play were observed.Results indicated that the amount of interaction varied as a function of which of the four groups the child was in and as a function of the age of peers. In addition, several specific behaviors (e.g., laughing, running) were associated with more interaction. Results are interpreted as having important Implications for educators who are interested in facilitating social interaction in integrated settings.OThe practice of integrating young, handicapped children into regular preschool settings is a relatively recent phenomenon. Most research in this area has focused on the extent to which handicapped and nonhandicapped children interact when placed in the same classroom. Findings consistently indicate that unless specific attempts are made to facilitate interaction, handicapped children are not the preferred interaction partners of nonhandicapped children (Devoney, Gural-

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Early Perceptions of Orthopedic Disability

Cited by 26 publications

References 4 publications

Sex Differences in Social Development

Sex Differences in Social Development

Children's attitudes towards disability: A review and analysis of the literature

The Relationship between Behavioral Characteristics of Children and Social Interaction in an Integrated Setting

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