Impact of a Full-Time Integrated Program on the Achievement of Nonhandicapped and Mildly Handicapped Children.

Bear, George G.; Proctor, Willis A.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ425776

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0936-2835

EISSN: N/A

Impact of a Full-Time Integrated Program on the Achievement of Nonhandicapped and Mildly Handicapped Children.

Bear, George G.; Proctor, Willis A.

Exceptionality: A Research Journal, v1 n4 p227-38 1990

This study found that 47 mildly handicapped third graders in a full-time integrated program, Team Approach to Mastery (TAM), experienced greater achievement gains than 31 students in resource rooms, though differences were significant only in math. Nonhandicapped TAM students (n=176) made greater gains than mildly handicapped TAM students and nonhandicapped students in regular classrooms. (Author/JDD)

Descriptors: Academic Achievement, Comparative Analysis, Educational Methods, Mainstreaming, Mild Disabilities, Primary Education, Program Effectiveness, Resource Room Programs

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Practitioners; Policymakers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A