Affiliation:
1. Psychology, University of Rio de Janeiro
2. New York University
3. Department of Educational Psychology, New York University, New York, NY 10003
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.
Subject
Behavioral Neuroscience,General Health Professions,Education
Cited by
21 articles.
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