%K Severe learning difficulties,Integration (mainstreaming),Further education,Student attitudes,Peer groups,Educational support services
%X The research project is concerned with the effects of a peer integration project
involving students with severe learning difficulties (SLD) and other students in a
Tertiary College. The primary aim of the research was to investigate changes in
attitudes. Of additional interest were the differential outcomes of process and
motivational factors in terms of retention and social outcomes.
The study uses both quasi-experimental and quantitative methods. Statistically
significant results were obtained in the measurement of attitudes demonstrating
that the project attracted volunteers who held more positive attitudes towards
disability than a reference group. These attitudes became less idealistic and
less neutral as volunteers engaged with ways of making integration work.
Volunteers with intrinsic motivation had the best attendance.
The qualitative study confirmed these findings. Volunteers described the
development of positive and differentiated attitudes towards their peers and felt
empowered by the experience to plan on-going involvement with people who
have SLD, who they saw as unexpectedly capable, motivated and mature. The
term 'inclusive behaviour' was coined to describe practical ways in which they
supported students.
Students who have SLD were able to identify students from other courses and
averaged five integrated sessions per week compared with none prior to
intervention. They described increasing normalisation of social relationships
and positive feelings about mainstream peers.
An analysis of social structures and relationships in both studies revealed
differences in attitudinal and behavioural outcomes according to activity.
Volunteers in 1:1 tutoring settings retained hierarchical relationships, while
lessons with staff and leisure activities resulted in more egalitarian and social
outcomes leading to further contact. Volunteers described linked, rather than
co-operative social structures and roles that facilitated learning.
Changes in attitudes were maintained over two years and behavioural
outcomes were reported by ex volunteers. More than half of ex volunteers
maintained contact with people with disabilities, albeit in a professional
capacity.
%O Due to various pagination errors, this thesis actually numbers 550 rather than 560 pages.
%T Peer integration in a further education college: evaluating the outcomes for mainstream students and their peers with severe learning difficulties
%D 1998
%A Helen Hayhoe
%I Institute of Education, University of London
%L discovery10021951