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Mainstreaming: Problems, Potentials, and Perspectives.

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Bibliographic Details
Title: Mainstreaming: Problems, Potentials, and Perspectives.
Language: English
Authors: Bates, Percy, Michigan Univ., Ann Arbor. School of Education.
Availability: Limited copies of these papers are available from the National Support Systems Project, 253 Burton Hall, 173 Pillsbury Drive, S.E., Minneapolis, Minnesota 55455
Peer Reviewed: N
Page Count: 128
Publication Date: 1977
Sponsoring Agency: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. Div. of Personnel Preparation.
Document Type: Book
Descriptors: Court Litigation, Federal Legislation, Handicapped Children, Mainstreaming, Minority Groups, Parents, Seminars, Social Attitudes, Teacher Education
Laws, Policies and Program Identifiers: Education for All Handicapped Children Act
Abstract: The book presents a series of papers on mainstreaming that were part of a University of Michigan seminar for special education doctoral students. In Part I, "The Origins and Evolution of Mainstreaming," the authors discuss the various forces that have encouraged the development of mainstreaming and the least-restrictive-environment concept, including the historical emergence of special education as a field, American attitudes toward the handicapped, litigative and legislative factors in mainstreaming, the Education of All Handicapped Children Act (P.L. 94-142), and parents. Part II, "The Implications of Mainstreaming," focuses on four important areas: the sources of resistance to the inclusion of special needs children in regular classrooms, several critical issues raised by mainstreaming for the public schools, mainstreaming's implications for nonwhite children, and teacher training for mainstreaming. (DLS)
Entry Date: 1979
Accession Number: ED163671
Database: ERIC
Description
Abstract:The book presents a series of papers on mainstreaming that were part of a University of Michigan seminar for special education doctoral students. In Part I, "The Origins and Evolution of Mainstreaming," the authors discuss the various forces that have encouraged the development of mainstreaming and the least-restrictive-environment concept, including the historical emergence of special education as a field, American attitudes toward the handicapped, litigative and legislative factors in mainstreaming, the Education of All Handicapped Children Act (P.L. 94-142), and parents. Part II, "The Implications of Mainstreaming," focuses on four important areas: the sources of resistance to the inclusion of special needs children in regular classrooms, several critical issues raised by mainstreaming for the public schools, mainstreaming's implications for nonwhite children, and teacher training for mainstreaming. (DLS)