Interactions in an Inclusive Classroom: The Effects of Visual Status and Setting.

McGaha, Cindy G.; Farran, Dale C.

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Peer reviewed

ERIC Number: EJ626468

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0145-482X

EISSN: N/A

Interactions in an Inclusive Classroom: The Effects of Visual Status and Setting.

McGaha, Cindy G.; Farran, Dale C.

Journal of Visual Impairment & Blindness, v95 n2 p80-94 Feb 2001

A study examined the effect of visual status (visually impaired or sighted) and setting (indoor or outdoor) on the social behaviors of nine preschoolers with visual impairments and 11 typical preschoolers in an inclusive setting. Regardless of their visual status, the children spent significantly more time near sighted children. (Contains references.) (Author/CR)

Descriptors: Blindness, Inclusive Schools, Peer Acceptance, Peer Relationship, Play, Preschool Children, Preschool Education, Social Behavior, Visual Impairments

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A