Situational socialization: an affective interaction component of the mainstreaming reintegration construct

Date

1976

Authors

Newberger, Darryl Alan

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Abstract

Current special education mainstreaming delivery systems have apparently failed to utilize a socialization process approach when carrying out their programmatic functions. Mainstreaming would be more effective if it included a socialization process approach. It would help to eliminate the six hour retarded child, or the misclassification of lower socio-economic, multi-ethnic children. Deno (1971) presented a conclusion reached by a conference on problems of education in the inner-city sponsored by the President's Committee on Mental Retardation and. the Bureau of Education for the Handicapped, U.S.O.E. We now have what may be called a 6-hour retarded child—retarded, from 9 to 3, five days a week, solely on the basis on an IQ score, without regard to his adaptive behavior, which may be exceptionally adaptive to the situation and the community in which he lives (p. 233). The purpose of this dissertation was to develop a paradigm that when implemented will effectively reintegrate mild to moderately handicapped learners with their regular classmates in instructional learning environments. The model provides an alternative to special education delivery systems that reduce programmatic functions to observing and recording only external compliant behaviors. The need, for this approach has arisen from the legislative mandates of the courts restoring the rights of all individuals to an equal and purposeful education. The first step in the dissertation developed, a rationale for an affective social interaction component to be built into existing and succeeding mainstreaming programs. The next step derived concepts for the development of the paradigm from existing theory/research in the interrelated, areas of social interaction (including symbolic interactionism), affective education (in special education settings), and mainstreaming studies and programs with handicapped, learners. The third step of the dissertation presented a paradigm of Situational Socialization. The paradigm is composed of five related, input and process parts. These parts include the self, the self and others, affective teaching strategies and techniques, the personal in teaching, and community-based environments. Situational Socialization represents the process of acquiring new knowledge, behavior and attitudes that mild to moderately handicapped learners and regular class learners need in order to interact successfully in interpersonal relationships. The final step of the dissertation was the formation of generic teaching competencies for regular and special educators in mainstreamed environments. These competencies serve as prerequisites for preparing teachers to implement the conceptual model.

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