Ten Years of Mainstreaming: Where Are We Now?
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Two of the consequences of mainstreaming were examined in this three year study of grade school children: communication patterns and children's abilities to communicate with the handicapped. The results indicate some improvement caused by mainstreaming in abilities to communicate with the handicapped. Disabled children, however, are not well integrated into communication networks.
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Research has shown that mainstreaming for students with mild handicaps can be successful, if regular classroom teachers are able to modify or adapt their instruction to meet a wide range of students' needs. However, most teachers feel that it is difficult for them to do this within the current structure of regular education. In this article, the authors examine some of the underlying problems in the current organizational structure of the schools that hinder regular classroom teachers from being able to adapt their instruction to meet diverse student needs and suggest a framework for finding a solution.
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One hundred twenty-nine parents of children with learning disabilities responded to a questionnaire designed to solicit information on the types of modifications deemed most facilitative of parents' acceptance of full-time mainstreaming. Responses indicated that parents' participation in the mainstreaming process was an important factor in successful integration of children with learning disabilities. Parents' preferences for mainstreaming modifications differed from their current options, and they were supportive of full-time mainstreaming for their children, contingent upon implementation of their mainstreaming-related recommendations. Results are discussed relative to mainstreaming and proposed educational reforms.
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Parents of children with educable mental handicaps, behavior disorders, and learning disabilities completed a questionnaire on the types and numbers of program modifications needed to persuade them to accept full-time mainstreaming for their exceptional children. Results suggest that successful full-time mainstreaming requires parent involvement. Contingent upon recognition and implementation of their recommendations for mainstreaming, most parents are supportive of full-time integration of their mildly handicapped children in regular classrooms. Parents' specific mainstreaming recommendations are discussed along with educational reform implications.
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This paper describes some issues which should be considered when placing mildly handicapped children with their nonhandicapped peers for physical education, and contrasts two approaches which seek to produce effective mainstreaming. In some parts of the country, having decided that mainstreaming large numbers of mildly handicapped children was appropriate, state education administrators have issued regulations and guidelines aimed at ensuring delivery of services. However, it is suggested that mainstreaming policies and procedures which do not take account of conditions in widely disparate local school settings may be unlikely to match the unique needs of each handicapped child. An alternate way to ensure effective mainstreaming is discussed.
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Development of One Education System for All School Children: The Significance of Teachers' Attitudes
A number of factors impact on the achievement of children with special needs who are mainstreamed into normal schools. Teacher attitudes play an important part in the achievement of students with special needs and may well be one of the factors which determine the success of mainstreaming in Trinidad and Tobago schools. The study investigated attitudes of 260 primary and secondary school teachers in Trinidad toward mainstreaming of children with special needs into the normal schools. Attitudes were compared on such variables as sex, teaching level, experience, training and support services received using the Attitude Toward Mainstreaming Scale - 1980. Findings suggest that teachers had a relatively neutral attitude toward mainstreaming of children with special needs. The paper identifies those factors which impact on teacher attitudes and presents recommendations for the development of appropriate approaches for bringing about the mainstreaming of children with special needs. The paper argues that effective and successful mainstreaming points the way to One Education System for all school children.
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A questionnaire designed to solicit information on types of modifications facilitative of regular class teachers' acceptance of elementary-age exceptional children into their classrooms drew responses from 100 regular education teachers. Data indicated that regular educators' participation in the mainstreaming process, rather than availability of specific classroom modifications, was an important factor in their accepting handicapped students. While no significant differences were noted in number of modifications as a function of diagnostic label, teachers did indicate that preferences for mainstreaming modifications differed from their current situation. The data are discussed relative to mainstreaming and current educational trends.
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Abstract This article addresses classroom strategies and teacher variables that influence pre‐school mainstreaming. Theoretical and historical aspects of mainstreaming are included. Factors related to preschool mainstreaming are noted and practical applications to facilitate the integration of exceptional students #opESE#cp and early childhood education students #opECE#cp discussed including suggestions regarding teacher training influences and teacher attitudes. In summary, implications for future companion ESE and ECE pre‐school are considered. Key Words: Preschoolmainstreamingstrategiesattitudes
Preschool education
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Four assumptions that propelled the movement away from self-contained classes for EMR children and towards mainstreaming were presented. Available data were provided for each assumption that indicated the extent to which the initial assumption has been realized. Overall, the data did not indicate major improvement in the caliber of education provided to EMR children as a consequence of the mainstreaming movement. The limitations of present conceptions of mainstreaming were cited as was the possibility of a need to redefine the concept of least restrictive environment.
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