Mainstreaming: modifications and interventions for mainstreaming mildly academically handicapped students in regular education

Abstract

Mainstreaming has been receiving increased attention following the implementation of the 1975 Education for All Handicapped Children Act and related judicial decisions. Teachers in regular classes have been asked to accommodate a wide range of ability levels of handicapped students. The research on the efficacy of mainstreaming has been scanty and inconsistent. The purpose of this study was to review relevant literature concerned with effectively mainstreaming mildly handicapped students in the regular education setting and to survey regular teachers, who have taught mildly handicapped students, for the purpose of identifying practical academic modifications used by regular classroom teachers.