Students with mild disabilities in regular classrooms: The development and utility of the Student Perceptions of Classroom Support scale

Journal of Intellectual and Developmental Disability

Volumn 31, Issue 4, 2006, Pages 232-242

  O'Rourke, John ^a   Houghton, Stephen ^b  

^a EDITH COWAN UNIVERSITY   (Australia)

^b UNIVERSITY OF WESTERN AUSTRALIA   (Australia)

Author keywords

Inclusion; Inclusive classroom models; Mild disabilities; Student perceptions; Support mechanisms

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; CALCULATION; HUMAN; INTERNAL CONSISTENCY; MENTAL DEFICIENCY; PEER GROUP; PERCEPTIVE DISCRIMINATION; PSYCHOMETRY; SOCIAL SUPPORT; SPECIAL EDUCATION; STUDENT;

ADOLESCENT; CHILD; EDUCATION, SPECIAL; EDUCATIONAL STATUS; HUMANS; LEARNING DISORDERS; MAINSTREAMING (EDUCATION); PEER GROUP; PSYCHOMETRICS; SEVERITY OF ILLNESS INDEX; SOCIAL ENVIRONMENT; SOCIAL PERCEPTION; SOCIAL SUPPORT; STUDENTS;

EID: 33845736373     PISSN: 13668250     EISSN: 14699532     Source Type: Journal    
DOI: 10.1080/13668250601050310     Document Type: Article

References (34)

1. Affleck, J. Q., Madge, S., Adams, A., & Lowenbraun, S. (1988). Integrated classroom versus resource model: Academic viability and effectiveness. Exceptional Children, 54(4), 339-348.
2. Baker, J. M., & Zigmond, N. (1990). Are regular education classes equipped to accommodate students with learning disabilities? Exceptional Children, 56(6), 515-527.
3. Banerji, M., & Dailey, R. A. (1995). A study of the effects of an inclusion model on students with specific learning disabilities. Journal of Learning Disabilities, 28(8), 511-522.
4. Bear, G. G., & Proctor, W. A. (1990). Impact of a full-time integrated program on the achievement of non-handicapped and mildly handicapped children. Exceptionality, 1, 227-238.
5. Carroll, A., Houghton, S., Taylor, M., West, J., & List-Kerz, M. (2006). Responses to interpersonal and physically provoking situations: The utility and application of an observation schedule for school-aged students with and without attention deficit/hyperactivity disorder. Educational Psychology, 26(4), 483-498.
6. Center, Y., & Curry, C. (1993). A feasibility study of a full integration model developed for a group of students classified as mildly intellectually disabled. International Journal of Disability, Development and Education, 40(3), 217-235.
7. Eiserman, W. (1988). Three types of peer tutoring: Effects on the attitudes of students with learning disabilities and their regular class peers. Journal of Learning Disabilities, 21, 249-252.
8. Fulk, C. L., & Smith, P. J. (1995). Students' perception of teachers' instructional and management adaptations for students with learning or behaviour problems. The Elementary School Journal, 95(5), 409-419.
9. Gable, R. K., Rucker, C. N., & Smith, E. V., Jr. (1997). Assessing students' perceptions of affective outcomes of special education programs: Instrument development, validation, and comparisons to regular education students. Educational and Psychological Measurement, 57(4), 685-697.
10. Gresham, F. M., & MacMillan, D. L. (1997). Social competence and affective characteristics of students with mild disabilities. Review of Educational Research, 67(4), 377-415.
11. Guttman, L. (1944). A basis for scaling quantitative data. American Sociological Review, 9, 139-150.
12. Guttman, L. (1950). The basis for scalogram analysis. In S. A. Stouffer (Ed.), Measurement and Prediction (Vol. 4, pp. 69-90). Princeton, NJ: Princeton University Press.
13. Hoy, C. (1986). Preventing learned helplessness. Academic Therapy, 22, 11-18.
14. Jenkins, J. R., Jewell, M., Leicester, N., Jenkins, L., & Troutner, N. M. (1991). Development of a school building model for educating students with handicaps and at-risk students in general education classrooms. Journal of Learning Disabilities, 24(5), 311-320.
15. Jenkins, J. R., Jewell, M., Leicester, N., O'Connor, R. E., Jenkins, L. M., & Troutner, N. M. (1994). Accommodations for individual differences without classroom ability groups: An experiment in school restructuring. Exceptional Children, 60(4), 344-358.
16. Klingner, J. K., & Vaughn, S. (1999). Students' perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66(1), 23-37.
17. Klingner, J. K., Vaughn, S., Schumm, J. S., Cohen, P., & Forgan, J. W. (1998). Inclusion or pull-out: Which do students prefer? Journal of Learning Disabilities, 31(2), 148-158.
18. Lerner, J. (2000). Theories, diagnosis and teaching strategies (8th ed.). Boston: Houghton Mifflin Company.
19. Madden, N. A., & Slavin, R. E. (1983). Mainstreaming students with mild handicaps: Academic and social outcomes. Review of Educational Research, 53(4), 519-569.
20. Maheady, L., Sacca, K. M., & Harper, G. F. (1987). Classwide student tutoring teams: The effects of peer-mediated instruction on the academic performance of secondary mainstreamed students. The Journal of Special Education, 21(3), 107-121.
21. Maheady, L., Sacca, K. M., & Harper, G. F. (1988). Classwide peer tutoring with mildly handicapped high school students. Exceptional Children, 55(1), 52-59.
22. McCrory-Cole, C., & McLeskey, J. (1997). Secondary inclusion programs for students with mild disabilities. Focus on Exceptional Children, 29(6), 1-15.
23. McLeskey, J., & Waldron, N. L. (1995). Inclusive elementary programs: Must they cure students with learning disabilities to be effective? Phi Delta Kappan, 77(4), 300-303.
24. Michell, J. (1990). Measurement in psychology: A critical history of a methodological concept. Cambridge, UK: Cambridge University Press.
25. O'Rourke, J. (2005). Academic and social support mechanisms for adolescents with mild disabilities in inclusive classrooms: The development and evaluation of a program. Unpublished doctoral dissertation, University of Western Australia.
26. Pavri, S., & Monda-Amaya, L. (2001). Social support in inclusive schools: Student and teacher perceptions. Exceptional Children, 67(3), 391-411.
27. Schulte, A. C., Osborne, S. S., & McKinney, J. D. (1990). Academic outcomes for students with learning disabilities in consultation and resource programs. Exceptional Children, 57(2), 162-172.
28. Stodden, R. A., Galloway, L. M., & Stodden, N. J. (2003). Secondary school curricula issues: Impact on post-secondary students with disabilities. Exceptional Children, 70(1), 9-25.
29. Vaughn, S., Schumm, J. S., & Kouzekanani, K. (1993). What do students with learning disabilities think when their general education teachers make adaptations? Journal of Learning Disabilities, 26(8), 545-555.
30. Waldron, N. L., & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64(3), 395-405.
31. Wright, B. D. (1996). Comparing Rasch measurement and factor analysis. Structural Equation Modelling, 3, 3-24.
32. Zigmond, N. (2003). Where should students with disabilities receive special education services? Is one place better than the other? Journal of Special Education, 37(3), 193-199.
33. Zigmond, N., & Baker, J. (1990). Mainstream experiences for learning disabled students (Project MELD) preliminary report. Exceptional Children, 57(2), 176-185.
34. Zigmond, N., Jenkins, J., Fuchs, L. S., Deno, S., Fuchs, D., Baker, J. N., & Couthino, M. (1995). Special education in restructured schools: Findings from three multi-year studies. Phi Delta Kappan, 76(7), 531-540.