Qualité de l’intégration des déficients intellectuels moyens dans les classes spéciales des écoles ordinaires québécoises
Keywords:
Intégration scolaire, Classes spéciales, Interactions sociales, Enseignement primaire, Ségrégation scolaire, Écoles québécoisesAbstract
Average mentally handicapped children are thought to fit best into special classes in regular schools. In Quebec in 1988–1989, 56.4% of such students at the elementary level attended special classes in regular schools. This article considers the quality of integration of average mentally handicapped students in special classes in elementary schools in Quebec, and how such students may interact socially with non-handicapped students. One hundred seventeen teachers of special classes responded to a French translation of Stainback and Stainback's (1985) Severely Handicapped Integration Checklist. These responses show that mentally handicapped students in regular schools in Quebec participate to some degree in school life. Certain conditions encourage social interaction between mentally handicapped and non-handicapped students, but a residue of segregation persists.
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