Townsend M A, Wilton K M, Vakilirad T
Education Department, University of Auckland, New Zealand.
J Intellect Disabil Res. 1993 Aug;37 ( Pt 4):405-11. doi: 10.1111/j.1365-2788.1993.tb00883.x.
The policy of inclusion (mainstreaming) of children with an intellectual disability in regular schools has raised questions about the extent to which 'true' integration is possible. One important aspect of integration is social acceptance by the regular class children. The purpose of this study was to determine the attitudes of children in primary and intermediate classrooms towards children with an intellectual disability housed in satellite classrooms at public schools. Teachers in the satellite classrooms completed a school integration questionnaire. Attitudes towards and the social distance afforded children in satellite classrooms were relatively positive across all children, especially girls. In particular, attitudes were more positive in schools which had more vigorous administrative policies concerning academic and social integration. The results are discussed in terms of current mainstreaming policies for children with intellectual disabilities.
将智障儿童纳入普通学校（主流化）的政策引发了关于“真正”融合可能性的质疑。融合的一个重要方面是普通班级儿童的社会接纳。本研究的目的是确定小学和初中班级的儿童对公立学校卫星教室中智障儿童的态度。卫星教室的教师完成了一份学校融合调查问卷。所有儿童对卫星教室儿童的态度和社交距离都相对积极，尤其是女孩。特别是，在学术和社会融合方面行政政策更有力的学校，态度更积极。研究结果根据当前针对智障儿童的主流化政策进行了讨论。
