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ERIC Number: ED218246
Record Type: RIE
Publication Date: 1982-Feb
Pages: 18
Abstractor: N/A
Reference Count: 0
Overview of Mainstreaming.
Hill, Ada D.; Reed, Daisy F.
A questionnaire on the topic of mainstreaming was submitted to educators in three schools in the Richmond, Virginia area and to three graduate classes at Virginia Commonwealth University. Of the 110 respondents, half were regular classroom teachers, and the other half included special education teachers, administrators, counselors, and other school personnel. Respondents were asked to give their opinions on the benefits and negative aspects of mainstreaming, their training in working with handicapped children and its adequacy, and suggestions on how mainstreaming can be improved. Types of handicaps with which the educators worked included learning disabilities; educable mental retardation; hearing, speech, and visual impairment; and physical handicaps. These educators perceived that the major benefit of mainstreaming was in its helping handicapped children to develop more social skills and better self concept. Respondents also felt that mainstreaming helps to remove the stigma from handicapped children and improves the tolerance and sensitivity of other children. A lack of proper training in mainstreaming strategies was cited as the major negative aspect. It was also felt that handicapped students were often improperly placed and that there was not sufficient time for planning and teaching. Respondents had received training mainly from inservice workshops, reading, discussions, and college courses. Fifty percent of them felt their training was adequate. Suggestions made for improving mainstreaming included more teacher training, smaller classes, more time for planning, and better placement for students. A copy of the questionnaire is appended. (JD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the Association of Teacher Educators (Phoenix, AZ, February 14-18, 1982).