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ERIC Number: ED090724
Record Type: RIE
Publication Date: 1974-Mar-1
Reference Count: 0
Mainstreaming: Educable Mentally Retarded Children in Regular Classes.
Birch, Jack W.
Described in the monograph are mainstreaming programs for educable mentally retarded (EMR) children in six variously sized school districts within five states. It is noted that mainstreaming is based on the principle of educating most children in the regular classroom and providing special education on the basis of learning needs rather than categories of handicap. Discussed are reasons for mainstreaming, the districts, and mainstreaming characteristics, as well as terminology and a descriptive definition of mainstreaming. Detailed are pupil composition, program qualities, and implementation modes for the following school districts: Tacoma (Washington), Richardson and Plano (Texas), Tucson (Arizona), Louisville (Kentucky), and Kanawha County (West Virginia). Some of the aspects described that are common to all the programs are motivation for mainstreaming, preparation of teachers, inservice teacher education, parental reactions, and costs. It is recommended that school systems intending to mainstream focus on 10 factors such as concerns of regular class and special teachers, teacher attitudes, inservice education, sensitive administration in pupil placement, and assurance of line administrative support. Listed are school districts in 25 states that are conducting mainstreaming for EMR pupils. (MC)
Descriptors: Exceptional Child Education, Mainstreaming, Mental Retardation, Mild Mental Retardation, Normalization (Handicapped), Program Descriptions, Program Development, School Districts
Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091
Publication Type: Books
Education Level: N/A
Sponsor: National Center for Improvement of Educational Systems (DHEW/OE), Washington, DC.
Authoring Institution: N/A