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ERIC Number: ED213232
Record Type: RIE
Publication Date: 1981
Pages: 191
Abstractor: N/A
Mainstreaming: Our Current Knowledge Base.
Bates, Percy, Ed.
The nine author contributed chapters are intended to provide a basic introduction to the rationale and processes of mainstreaming handicapped children. The first paper, "The Whys and Hows of Mainstreaming" by T. Tice, provides a philosophical examination of the basic principles of P.L. 94-142, the Education for All Handicapped Children Act, and its counterparts in Canada and England. In the second chapter, "Mainstreaming and the Myth of Equality," K. Okun examines the historical exclusion of handicapped pupils from general education classes, the rise of special education, and issues that arise when equal educational opportunities are sought for all children. Next, C. Vergon and J. Ross consider "Educating Handicapped with Nonhandicapped Children--The Legal Foundation for the Least Restrictive Environment Concept" through a summary of the law's terms and provisions and the possibility of a national policy on education for handicapped persons. R. Jones, et al. examines the potential for modifying attitudes of school personnel toward mainstreaming and suggest directions for future research in the area of attitudes and attitude assessment in their paper entitled "Attitudes and Mainstreaming--Theoretical Perspectives." M. Trippe and L. Choksey in "Accessibility and Barrier-Free Design" stress architectural accessibility as a life span developmental need of the general population as well as the handicapped. "What We Know About Mainstreaming from Experience" by N. Zigmond and J. Sansone gives a description of different mainstream arrangements and the necessary conditions for success. R. Bruininks and V. Bruininks look at institutionalized children and youth and the educational responsibility of their local school districts in a paper entitled "Deinstitutionalization--Implications for Special Education." The last two chapters stress practical aspects of mainstreaming. They are: "Organizing the School's Social Structure for Mainstreaming" by D. Johnson and R. Johnson and "Self Management in Classrooms--Implications for Mainstreaming" by G. Markel. (DB)
National Support Systems Project, 350 Elliott Hall, 75 E. River Rd., University of Minnesota, Minneapolis, MN 55455 ($3.50, quantity discount rates available).
Publication Type: Collected Works - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis. National Support Systems Project.