Parish T S, Baker S K, Arheart K L, Adamchak P G
J Psychol. 1980 Mar;104(2d Half):249-53.
In this study 65 junior high school boys and girls (54 normal and 11 exceptional children) evaluated themselves most favorably, normal children as a group less favorably, and exceptional children as a group least favorable of all on the Personal Attribute Inventory for Children. This was so regardless of whether the respondents were normal or exceptional children. Since data were collected from mainstreamed classrooms, it appears that mainstreaming may not be directly deleterious to exceptional children's self-concepts, but has associated with it a negative stigma for exceptional children as a group for both exceptional and normal children. These findings, plus others reported previously, fail to demonstrate that mainstreaming in its present form may be an elixir for exceptional children's social-emotional difficulties.
在本研究中，65名初中男生和女生（54名正常儿童和11名特殊儿童）在儿童个人属性量表上对自己的评价最为积极，正常儿童群体的评价次之，特殊儿童群体的评价最不积极。无论受访者是正常儿童还是特殊儿童，情况都是如此。由于数据是从融合教育课堂收集的，似乎融合教育可能不会直接对特殊儿童的自我概念产生有害影响，但对特殊儿童群体而言，融合教育在特殊儿童和正常儿童眼中都带来了负面的污名。这些发现，加上之前报道的其他发现，未能证明目前形式的融合教育可能是解决特殊儿童社会情感问题的灵丹妙药。
