ERIC Number: ED120899
Record Type: RIE
Publication Date: 1976
Reference Count: 0
Administrative Implications of Mainstreaming. NAESP School Leadership Digest Second Series, Number 7. ERIC/CEM Research Analysis Series, Number 22.
"Mainstreaming" is defined as a program whereby handicapped children are placed in regular classrooms for all or part of the school day, with steps taken to see that their special needs are satisfied within this arrangement. Key court decisions are cited because the implications of mainstreaming for contemporary education can be properly understood only within the broad context of the current legal and educational status of the handicapped. The pros and cons of the special education debate are summarized, and the classification methods and effects of labeling on children are criticized. Program attributes that seem to be essential to any effective effort to mainsteam include individualized instruction, a spectrum of services and resources, and inservice teacher training to prepare teachers to educate the handicapped. (Author/MLF)
Descriptors: Classroom Desegregation, Court Litigation, Elementary Secondary Education, Equal Education, Handicap Identification, Handicapped Children, Inservice Teacher Education, Labeling (of Persons), Literature Reviews, Mainstreaming, Mental Retardation, Normalization (Handicapped), Resource Teachers, School Law, Special Education, Testing Problems
National Association of Elementary School Principals, 1801 North Moore Street, Arlington, Virginia 22209 ($2.50)
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: National Association of Elementary School Principals, Washington, DC.; ERIC Clearinghouse on Educational Management, Eugene, OR.