The Mechanics of Mainstreaming

Abstract

A 25-item questionnaire designed to elicit information regarding the roles and responsibilities of regular educators in the IEP process was completed by 37 elementary and 33 junior/senior high school educators from three New England school districts. Chi-square tests of relationship identified three factors which seemed to influence teacher involvement and attitudes towards special education and mainstreaming: (a) formal coursework in special education, (b) grade level the respondents taught, and (c) communication and sharing of responsibilities. The results suggested that regular educators should be given a more active role in (a) the multidisciplinary team decision-making process and (b) any future inservice courses designed to improve the implementation of mainstreaming.

References

Canberry, H. , Waxman, B. , & McKain, D. (1981). An inservice workshop model for regular class teachers concerning mainstreaming of the learning disabled child. Journal of Learning Disabilities, 14, 26–28.

Carlberg, C. , & Kavale, K. (1980). The efficacy of special versus regular class placement for exceptional children: A meta-analysis. The Journal of Special Education, 14, 295–309.

Chalfant, J. , Pysh, M. , & Moultrie, R. (1979). Teacher assistance teams: A model for within-building problem solving. Learning Disabilities Quarterly, 2, 85–96.

Corrigan, D. (1978). The present state of teacher education and needed reforms. In M. Reynolds (Ed.), Futures of education for exceptional students: Emerging structures (pp. 245–259). Reston, VA: Council for Exceptional Children.

Dunn, L. (1968). Special education for the mildly retarded. Is much of it justified?. Exceptional Children, 35, 5–24.

Gay, L. (1976). Educational research: Competencies for analysis and application. Columbus, OH: Merrill.

Hudson, F. , Graham, S. , & Warner, M. (1979). Mainstreaming: An examination of the attitudes and needs of regular classroom teachers. Learning Disabilities Quarterly, 2, 58–62.

Jones, R. , Gottlieb, J. , Guskin, S. , & Yoshida, R. (1978). Evaluating mainstreaming programs: Models, caveats, considerations, and guidelines. Exceptional Children, 44, 588–601.

Kerlinger, F. (1973). Foundations of behavioral research (2nd ed.). New York: Holt, Rinehart & Winston.

10.

Kunzweiler, C. (1982). Mainstreaming will fail unless there is a change in professional attitudes and institutional structure. Education, 102, 284–288.

11.

Larrivee, B. (1982). Factors underlying regular classroom teachers' attitudes toward mainstreaming. Psychology in the Schools, 19, 374–379.

12.

Meyen, E. , & Lehr, D. (1980). Least restrictive environments: Instructional implications. Focus on Exceptional Children, 12, 1–8.

13.

Nie, N. , Hull, C. , Jenkins, J. , Steinbrenner, K. , & Bent, D. (1975). Statistical package for the social sciences (2nd ed.). New York: McGraw-Hill.

14.

Pugach, M. (1982). Regular classroom teacher involvement in the development and utilization of IEP's. Exceptional Children, Special Education and Pediatrics: A New Relationship, 48, 366–368.

15.

Reynolds, M. (1978). A common body of practice for teachers: The challenge of Public Law 94–142 to teacher education, National Support Service Systems Project Report. Minneapolis: University of Minnesota.

16.

Ringlaben, R. , & Price, J. (1981). Regular classroom teachers' perceptions of mainstreaming effects. Exceptional Children, 47, 302–304.

17.

Robson, D. (1981). Administering educational services for the handicapped: Role expectation and perception. Exceptional Children, 47, 377–378.

18.

Stephens, T. , & Braun, B. (1980). Measures of regular classroom teachers' attitudes toward handicapped children. Exceptional Children, 46, 292–294.

19.

Wang, M. C. , & Birch, J. (1984). Effective special education in regular classes. Exceptional Children, 50, 391–398.