Teacher interactions with mainstreamed handicapped students and their nonhandicapped peers

Alda J. Alves, Jay Gottlieb

Research output: Contribution to journalArticle

Abstract

Teacher interactions with handicapped and nonhandicapped students in 38 mainstreamed classrooms were observed using an interval time-sampling procedure and behavioral categories derived from the Brophy-Good Teacher-Child Dyadic Interaction System. Six aspects of teacher-student interactions were considered: Academic Questions, Extended Feedback, Praise, Criticism, Work Interactions, and Total Amount of Interactions. Results of discriminant analysis indicated that handicapped students received fewer questions and were provided with less teacher feedback than their nonhandicapped peers. It was concluded, therefore, that mainstreamed handicapped students were less involved in academic exchanges than the nonhandicapped subjects.

Original languageEnglish (US)
Pages (from-to)77-83
Number of pages7
JournalLearning Disability Quarterly
Volume9
Issue number1
DOIs
StatePublished - 1986

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handicapped
Disabled Persons
Students
teacher
interaction
student
academic exchange
Discriminant Analysis
discriminant analysis
student teacher
criticism
classroom

ASJC Scopus subject areas

  • Behavioral Neuroscience
  • Education
  • Health Professions(all)

Cite this

Teacher interactions with mainstreamed handicapped students and their nonhandicapped peers. / Alves, Alda J.; Gottlieb, Jay.

In: Learning Disability Quarterly, Vol. 9, No. 1, 1986, p. 77-83.

Research output: Contribution to journalArticle

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