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Self-contained or mainstreamed: Whi...

Huddleston-Whitmire, Rachael.

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Self-contained or mainstreamed: Which is the best environment for MR students in art?

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Self-contained or mainstreamed: Which is the best environment for MR students in art?/
作者:	Huddleston-Whitmire, Rachael.
面頁冊數:	68 p.
附註:	Source: Masters Abstracts International, Volume: 42-01, page: 0022.
Contained By:	Masters Abstracts International42-01.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1414568

Self-contained or mainstreamed: Which is the best environment for MR students in art?
Huddleston-Whitmire, Rachael.

Self-contained or mainstreamed: Which is the best environment for MR students in art? - 68 p.

Source: Masters Abstracts International, Volume: 42-01, page: 0022.

Thesis (M.A.E.)--Virginia Commonwealth University, 2003.

This study examined the art education of mentally retarded students in both mainstreamed and self-contained art room settings to determine which setting is most effective for art instruction of the mentally retarded. It was hypothesized that productivity would increase in the mainstreamed art setting but that mainstreaming would negatively affect the mentally retarded students' confidence and the quality of their social interactions. The mentally retarded students in the study ranged in grade levels from kindergarten to fifth grade and were observed for the first two quarters of the school year. Three of the highest-level mentally retarded students completed a questionnaire and were interviewed about their mainstreaming experiences. The conclusion was that students' art productivity increased overall in the mainstreamed setting, but students' confidence and the quality of their social interactions depended on the characteristics and abilities of each individual student.Subjects--Topical Terms:

1018432
Education, Art.

Self-contained or mainstreamed: Which is the best environment for MR students in art?
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520 $a This study examined the art education of mentally retarded students in both mainstreamed and self-contained art room settings to determine which setting is most effective for art instruction of the mentally retarded. It was hypothesized that productivity would increase in the mainstreamed art setting but that mainstreaming would negatively affect the mentally retarded students' confidence and the quality of their social interactions. The mentally retarded students in the study ranged in grade levels from kindergarten to fifth grade and were observed for the first two quarters of the school year. Three of the highest-level mentally retarded students completed a questionnaire and were interviewed about their mainstreaming experiences. The conclusion was that students' art productivity increased overall in the mainstreamed setting, but students' confidence and the quality of their social interactions depended on the characteristics and abilities of each individual student.
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