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Educational mainstreaming of physically handicapped children.

M Kinnealey, A B Morse

    The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association
    |June 1, 1979
    PubMed
    Summary
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    Mainstreaming physically handicapped children into public schools requires collaboration between health professionals, parents, and educators. This approach addresses physical, academic, and social challenges for children with spina bifida and cerebral palsy.

    Area of Science:

    • Pediatrics
    • Special Education
    • Rehabilitation Medicine

    Background:

    • Transitioning children with physical disabilities from specialized preschools to public schools presents unique challenges.
    • Understanding the therapeutic and educational needs of these children is crucial for successful integration.
    • Previous research has not fully explored the long-term adjustment and encountered problems during mainstreaming.

    Purpose of the Study:

    • To describe the therapeutic and educational needs of 31 children with physical handicaps during their mainstreaming into public schools.
    • To evaluate the adjustment, success, and challenges (physical, academic, social) faced by these children over one to three years.
    • To discuss patterns in educational abilities and disabilities for children with spina bifida and cerebral palsy in mainstream settings.

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    Main Methods:

    • A longitudinal study following 31 children for 1-3 years post-transition.
    • Data collection via questionnaires and interviews with parents, children, and teachers.
    • Analysis of physical, academic, and social adjustment and encountered problems.

    Main Results:

    • Identified specific physical, academic, and social challenges encountered by mainstreamed children.
    • Documented patterns in educational abilities and disabilities for children with spina bifida and cerebral palsy.
    • Highlighted common questions from teachers regarding the care of students with handicapping conditions.

    Conclusions:

    • Successful mainstreaming hinges on effective collaboration and mutual advocacy among healthcare professionals, parents, and educators.
    • A structured procedure for information exchange between teachers and health professionals is beneficial.
    • Addressing the holistic needs of children with physical disabilities is key to their successful integration into public schools.