ERIC Number: ED058707
Record Type: RIE
Publication Date: 1971
Reference Count: 0
Comments on Providing Special Education without Special Classes. Studies in Learning Potential, Volume 2, Number 25.
The discussion of educating handicapped children without special classes emphasizes the importance of looking at the educational process in socio-psychological terms. Referred to are some of the unsuccessful results of segregating students, such as achievement of similar or smaller academic gains, perpetuation of much of the mild mental retardation observed in schools (particularly that which is culturally influenced), and psychological damage to the segregated students. Removal of the stigma attached to special class placement and development of social skills are seen as major reasons for integration in a regular class with support services provided as needed. Discussed are considerations relating to the feasibility of regular class placement: flexibility of school structure; amenability of regular teachers; age, ability, and achievement range of school population; suburban versus urban students and their particular problems; degree of handicap; and ability to make learning potential assessments. (KW)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Research Inst. for Educational Problems, Cambridge, MA.