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Thesis - University Access Only
Master of Science (MS)
Department / School
Sociology and Rural Studies
Robert D. Mendelsohn
This qualitative investigation is focused on the junior high level educably mentally handicapped (EMH) student in the public school organizational system. The macro variables of organizational ideology and philosophy; the intervening variables of the classroom, teacher, and peer environment; and the micro variables of' the student and the student's role in the larger structure are addressed. Using a case study approach in two rural school districts, the investigator concluded that both the larger structural-organizational environment and the classroom environment affect the handicapped student. This study suggests that these environments may or may not be consistent with one another and/or supportive of particular handicapped students. Special education researchers must conceptualize, operationalize, control for, and test all possible combinations of interactions before empirical support can be demonstrated conclusively for one particular combination of environments. On a practical level it is hoped that these data will contribute to the understanding of the varying needs of mentally handicapped learners within the complexities of the school social system.
Library of Congress Subject Headings
Mainstreaming in education
Children with disabilities -- Education
Number of Pages
South Dakota State University
Quenemoen, Rachel Froiland, "Education for the Handicapped and the Social Construction of Reality in Two Rural School Districts" (1989). Electronic Theses and Dissertations. 4659.