ERIC Number: ED328041
Record Type: RIE
Publication Date: 1990
Reference Count: 0
Alternative Models for Integration of Exceptional Students: Administrative and Research Implications.
Bowd, Alan D.
The paper distinguishes American and Canadian applications of the terms "mainstreaming" and "integration" in relation to placement of exceptional children in settings which foster interaction between them and their non-handicapped peers such as regular classes in neighborhood schools. The two terms are seen to represent distinctive social constructs embedded in the cultural traditions of each country. Differing cultural contexts are examined in terms of either the "mainstream-minority" model which assumes the desirability of assimilation into the "mainstream" or the "group-integration" model which assumes a more complex configuration in which groups maintain their integrity within the larger society. Noted is the social integration model's goal of complete integration with no special classes. Stressed is the two-way process inherent in integration in which both group members (e.g., the disabled) and other group members (e.g., the non-disabled) change toward mutual adaptation. Administrative implications of the social integration model are discussed in terms of actual services provided in various Canadian provinces. Finally, Canadian research based on the integration model stressing mutual influence, learning, and adjustment in both groups is encouraged. Includes 46 references. (DB)
Publication Type: Speeches/Meeting Papers; Opinion Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Canadian Society for Study of Education (Victoria, Canada, 1990).