Is social isolation a predictable outcome of inclusive education?

Journal of Visual Impairment and Blindness

Volumn 98, Issue 11, 2004, Pages 676-678

  Hatlen, Phil ^a  

^a Texas School for the Blind and Visually Impaired   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33847786941     PISSN: 0145482X     EISSN: None     Source Type: Journal    
DOI: 10.1177/0145482x0409801102     Document Type: Article

References (6)

1. D'Allura, T. (2002). Enhancing the social interaction skills of preschoolers with visual impairments. Journal of Visual Impairment & Blindness, 96, 576-584.
2. Hoben, M., & Lindstrom, V. (1980). Evidence of isolation in the mainstream. Journal of Visual Impairment & Blindness, 74, 289-292.
3. Huurre, T. M., Komulainen, E. J., & Aro, H. M. (1999). Social support and self-esteem among adolescents with visual impairments. Journal of Visual Impairment & Blindness, 93, 26-37.
4. MacCuspie, P. A. (1996). Promoting acceptance of children with disabilities: From tolerance to inclusion. Halifax, Nova Scotia, Canada: Atlantic Provinces Special Education Authority.
5. Martin, G. J., & Hoben, M. (1977). Supporting visually impaired students in the mainstream. Minneapolis, MN: Council for Exceptional Children.
6. Sacks, S. Z., & Wolffe, K. E., Eds. (1999). Focused on: Social skills (Vols. 1-5). New York: AFB Press.