| dc.contributor.author | MacCuspie, Patricia Ann. | en_US |
| dc.date.accessioned | 2014-10-21T12:34:52Z | |
| dc.date.available | 1990 | |
| dc.date.issued | 1990 | en_US |
| dc.identifier.other | AAINN64508 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10222/55203 | |
| dc.description | As the placement of handicapped children in the regular classroom has become an established practice in elementary schools, the complexities inherent to their social integration are becoming evident. The focus of this research has been integrated visually impaired students and their interaction with and acceptance by classmates. The nature of the social context (i.e. the elementary school) and those aspects, both within and beyond it, which contributed to and detracted from the social integration of these students, have been examined. | en_US |
| dc.description | This research was guided by the dual theoretical frameworks of symbolic interactionism and the concept of organizational culture. It was a multi-site case study employing participant observation, interviews and the analysis of relevant documents as the sources of data. | en_US |
| dc.description | It was the conclusion of this study that the basic assumptions of school culture are challenged by and frequently incompatible with the process of social integration of visually impaired students. This sometimes results in a hostile social environment for these students, one where the visually impaired child is "on the fringe" of routine peer interaction. Several aspects of school culture which appeared to pose barriers to the social acceptance of visually impaired students are also detrimental to the social acceptance of many other students (e.g. unpopular children). Therefore, programs initiated to enhance the social integration of visually impaired students (e.g. cooperative learning experiences) are anticipated to provide a more positive social environment for all students. | en_US |
| dc.description | Thesis (Ph.D.)--Dalhousie University (Canada), 1990. | en_US |
| dc.language | eng | en_US |
| dc.publisher | Dalhousie University | en_US |
| dc.publisher | | en_US |
| dc.subject | Education, Sociology of. | en_US |
| dc.subject | Education, Special. | en_US |
| dc.title | The social acceptance and interaction of integrated visually impaired children. | en_US |
| dc.type | text | en_US |
| dc.contributor.degree | Ph.D. | en_US |
