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Treating the regular class child in the mainstreaming process: Increasing social cognitive development
Author(s) -
Enright Robert D.,
Sutterfield Sara J.
Publication year - 1979
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197901)16:1<110::aid-pits2310160120>3.0.co;2-x
Subject(s) - mainstreaming , psychology , interpersonal communication , cognition , class (philosophy) , developmental psychology , cognitive development , interpersonal relationship , special education , mathematics education , social psychology , epistemology , philosophy , neuroscience
Regular class children who tease their mainstreamed peers can and do create problems for the implementation of mainstreaming. A solution to this problem is offered from the cognitive developmental school of thought through a discussion of recent theory and educational research in this area. It is shown that both moral judgment and interpersonal conceptions (two cognitive developmental domains) seem to be related to adequate social adjustment. Recent empirical studies have demonstrated success in raising children's level of reasoning in these areas. Direct applications of these recent findings to the mainstreaming problem are discussed.