About This Item

Unconditional mainstreaming -- a goal for education

Show full item record

File(s):

Author(s)
Mills, Marie Brost
Advisor(s)
Erickson, Charlotte
Degree
MS, Education -- Special Education
Date
Jun 03, 1988
Subject(s)
Mainstreaming in education
Abstract
The purpose of this study was to review the principles and practices necessary to provide unconditional mainstreaming in regular education classrooms. Unconditional mainstreaming was distinguished from other forms of mainstreaming by four features (a) the degree of administrative and staff commitment and support, (b) the use of a problem solving approach, (c) administrators, teachers, and parents engaged in frequent discussion on how to improve program delivery, and (d) documentation of students' progress. Four model mainstreaming programs were identified and reviewed: Side-by-side, Albuquerque, New Mexico; Project Merge, Olympia, Washington; Homecoming Model, state of Vermont; and a Zero Exclusion Model, Madison, Wisconsin. These four programs, which provide opportunities for unconditional mainstreaming, required system change and were based on the principle of normalization.
Permanent link
http://digital.library.wisc.edu/1793/46289 
Export
Export to RefWorks 

Part of

Show full item record



Advanced Search

Browse

Deposit materials

About MINDS@UW