Teacher interactions with mainstreamed handicapped students and their nonhandicapped peers

Alda J. Alves; Jay Gottlieb

doi:10.2307/1510404

Teacher interactions with mainstreamed handicapped students and their nonhandicapped peers

Alda J. Alves, Jay Gottlieb

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

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.

Original language	English (US)
Pages (from-to)	77-83
Number of pages	7
Journal	Learning Disability Quarterly
Volume	9
Issue number	1
DOIs	https://doi.org/10.2307/1510404
State	Published - Feb 1986

ASJC Scopus subject areas

Education
General Health Professions
Behavioral Neuroscience

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10.2307/1510404

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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.",

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AB - 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.

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Teacher interactions with mainstreamed handicapped students and their nonhandicapped peers

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