Lord J, Varzos N, Behrman B, Wicks J, Wicks D
Department of Pediatric Rehabilitation, Children's Hospital, Oakland, CA 94609.
Dev Med Child Neurol. 1990 Jan;32(1):20-9. doi: 10.1111/j.1469-8749.1990.tb08463.x.
This study examined the social and academic implications of mainstream, mainstream and special (combined) or special-class education for 31 adolescents with spina bifida, and for their primary caretakers. The Peabody Picture Vocabulary Test and the UCLA Loneliness Scale (adolescents) and the Personality Inventory for Children (caretakers) were administered. Adolescents in mainstream classes had the most normal scores for academic and social skills, those in combined classes had intermediate scores and those in special classes had the lowest scores. Paradoxically, adolescents in combined classes reported the least loneliness. This study suggests that even among students with relatively good social skills, mainstream placement is associated with greater subjective experience of loneliness than is combined placement.
本研究调查了31名患有脊柱裂的青少年及其主要照顾者接受主流教育、主流与特殊（合并）教育或特殊班级教育的社会和学业影响。研究人员实施了皮博迪图片词汇测验、加州大学洛杉矶分校孤独感量表（针对青少年）以及儿童个性量表（针对照顾者）。主流班级中的青少年在学业和社交技能方面得分最为正常，合并班级中的青少年得分居中，特殊班级中的青少年得分最低。矛盾的是，合并班级中的青少年报告的孤独感最少。这项研究表明，即使在社交技能相对较好的学生中，与合并安置相比，主流安置与更强烈的孤独主观体验相关。
