ERIC Number: ED229355
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Mainstreaming in the Secondary School: The Role of the Regular Teacher.
Warger, Cynthia L.; And Others
Because the issues of time, numbers, curriculum, and evaluation seem to confound effective mainstreaming at the secondary school level, they are the primary areas teachers must reassess in their own classrooms. Suggestions are made in this monograph about ways in which regular classroom teachers may cope effectively with handicapped students. A description is given of the characteristics of handicapped students frequently mainstreamed at the secondary level, including the educable mentally retarded, emotionally disturbed, learning disabled, sensory handicapped, and physically disabled. The teachers' responsibilities in planning appropriate daily instruction and as members of the team that develops the Individualized Educational Plan are outlined. Ways in which curriculum may be adapted for mainstreamed students are also suggested. The problem of grading handicapped students is discussed with emphasis on ways in which evaluation criteria may be modified to fairly assess achievements. It is pointed out that cooperation between the regular classroom teacher and the special education teacher is vital to successful mainstreaming. (JD)
Descriptors: Academic Achievement, Classroom Design, Emotional Disturbances, Individual Differences, Instructional Development, Learning Disabilities, Mainstreaming, Mild Mental Retardation, Physical Disabilities, Secondary Education, Sensory Deprivation, Special Education Teachers, Student Characteristics, Student Evaluation, Student Needs, Teacher Responsibility, Teacher Role
Phi Delta Kappa, Eighth and Union, Box 789, Bloomington, IN 47402 ($0.75).
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Phi Delta Kappa, Fort Lauerdale, FL. Broward County Chapter.
Authoring Institution: Phi Delta Kappa Educational Foundation, Bloomington, IN.