The effects of training for mainstreaming and implementation of a mainstreaming technique on the self-concept of multiple handicapped adolescents

The purpose of this study was to investigate the effects of a mainstreaming procedure called "infusion mainstreaming" on the self-concepts of 13 multiply handicapped students.

The 13 experimental students received training for mainstreaming throughout the school year. Training consisted of a special education (self-contained) classroom program utilizing behavior management techniques, group process activities, individual counseling, sociodrama, and mainstream awareness. Training also included a program providing training and consultation for the staff at the special school and at the mainstream school.

The experimental students were mainstreamed with a technique called "infusion." The students, teacher and aide moved from the special school (a comprehensive rehabilitation center) to the main stream school (an elementary school) as one unit. Infusion is a technique to ease the transition of the mainstreamed students from the current placement to his/her new placement. The purpose of the technique was to facilitate the students' adjustment to the regular classroom by retaining familiar elements of the students' self-contained class and gradually introduce features of the new regular school environment. Examples of familiar elements which were retained and of new elements which were gradually introduced to the experimental students are (1) support system, (2) classmates, (3) activities, (4) environment, and (5) materials.

Several different instruments were used to measure student and teacher attitude. Three instruments were used to measure the change in self-attitude of the students after being mainstreamed. A teacher attitude scale was used to measure the teacher's perception of the students' self-concept. All four instruments used were self-report measures. The four instruments were used as pre- and post-mainstreaming measures.

Four null hypotheses were advanced:

1. There will be no significant change in the students' perception of their ability to perform seven common classroom activities as measured by The School Activity Scale (Dickinson & Workman, 1979) following training for mainstreaming and mainstreaming with the infusion technique.

2. There will be no significant change in the students' perception of their ability compared to other students to perform seven common classroom activities as measured by The Relative School Activity Scale (Dickinson & Workman, 1979) following training for mainstreaming and mainstreaming with the infusion technique.

3. There will be no significant change in the students' perception of their dislikes about self as to behavior, intellectual and school status, physical appearance and attributes, anxiety, popularity, and happiness and satisfaction as measured by The Children's Self-Concept Scale (Piers & Harris, 1964) following training for mainstreaming and mainstreaming with the infusion technique.

4. There will be no significant change in the teacher's perception of the students' self-concept as measured by a teacher attitude scale following training for mainstreaming and mainstreaming with the infusion technique. A t test was used to analyze differences between means. The t test used was for correlated samples.

The four null hypotheses were accepted. The overall findings of the study support the hypotheses that there would be no significant change in self-concept following training for mainstreaming and mainstreaming with the infusion technique. The results were discussed in terms of possible explanations for the lack of significant difference in the pre- and post-self-concept scores.