This article describes a comprehensive study undertaken to help a large urban school district evaluate and improve its mainstreaming practices. Schedules of 844 mildly handicapped elementary school students were analyzed to describe the degree of appropriateness of each school's mainstreaming practices. Then school variables were investigated in relation to appropriate scheduling. Data analysis revealed that very few students had appropriate mainstreaming schedules but that “good” scheduling was found in all kinds of schools. The schedule analysis procedures used could provide a model for ensuring that handicapped students have a sensible educational experience in regular classes.
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