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ERIC Number: ED335161
Record Type: Non-Journal
Publication Date: 1991-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
Global Educational and Social Forces Affecting Preschool Mainstreaming. Policy and Practice in Early Childhood Special Education Series.
Strain, Phillip S.; Smith, Barbara J.
Focusing on special education and early childhood policy and practices, this paper highlights global educational and social forces that demand professional attention and study. These global forces include: (1) the movement toward educational reform and an improved competitive edge in the world marketplace; (2) the unionization of educational professionals and protectionism; (3) the trend toward site-based management; (4) the expanded role of parents in schooling; and (5) the unprecedented number of states and locales with severe fiscal difficulties. Following discussion of each of these forces, corrective ideas are offered related to the experimental analysis of integration ecologies, the synchronization of rhetoric and practice, and the prioritization of children with special needs in the context of integration. It is concluded that widespread integration of special needs children into regular classrooms will likely be impossible without a new, coordinated, and massive effort to understand and alter many fundamental features of present educational practice and policy. It would be rash to assume that integration efforts will grow to their full potential without regard to issues of finance, unionization, site-based school management, educational reform, and parental concerns. (RH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Allegheny-Singer Research Inst., Pittsburgh, PA.