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dc.contributor.advisorErickson, Charlotte
dc.contributor.authorMills, Marie Brost
dc.date.accessioned2010-09-15T17:08:04Z
dc.date.available2010-09-15T17:08:04Z
dc.date.issued1988-06-03
dc.identifier.urihttp://digital.library.wisc.edu/1793/46289
dc.description.abstractThe 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.en
dc.language.isoen_USen
dc.subjectMainstreaming in educationen
dc.titleUnconditional mainstreaming -- a goal for educationen
dc.typeOtheren
thesis.degree.levelMSen
thesis.degree.disciplineEducation -- Special Educationen


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