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Social Integration Of Learning-Disabled Students In Mainstream Programs Where The Method Of Instruction Is Divergent Questioning, Phyllis Bigby

Theses

This paper concentrates on an approach to enhance the social integration of learning- disabled students in regular classrooms. The chief problem is to design learning experiences which stimulate the development of social integration in mainstream programs. What effect does method of instruction have on positive affective states of learning- disabled students when mainstreamed?

After defining terms, the literature review includes studies on l)divergent questioning and its relationship to the thinking processes, 2)methods of instruction, 3)actual and perceived peer status of learning- disabled students in regular classrooms.

The research design will be experimental, using the classroom situation and primary students. The …