The application of the mainstreaming concept does not mean that all handicapped children have to be placed in classes with nonhandi-capped students. A realistic and flexible appli-cation of the concept is discussed.
Get full access to this article
View all access options for this article.
References
1.
Birch, J. W.: Retarded Pupils in the Mainstream: The Special Education of Educable Mentally Retarded Pupils in Regular Classes. Reston, Va.: Council for Exceptional Children, 1974.
2.
Forness, S.: Implications of recent trends in educa-tional labeling. J. Learn. Disabil., 1974, 7 (7), 445-449.
3.
Hammill, D., and Wiederholdt, J. L.: The resource room: Its rationale and implementation. Philadel-phia: The Journal of Special Education, 1972.
4.
Kirp, D. L.: Student classification, public policy, and the courts. Harvard Educ. Rev., 1974, 44, 7-52.
5.
Reger, R.: What is a resource-room program?J. Learn. Disabil., 1973, 6 (10), 609-614.
6.
Sabatino, D. A.: Resource rooms: The renaissance in special education (Symposium, No. 8). J. Special Educ., 6, 335-347.
7.
Wolfensberger, W.: Normalization: The Principle of Normalization in Human Services. Toronto: Na-tional Inst. on Mental Retardation, 1972.
8.
MBD: The Family Book About Minimal Brain Dysfunction. Richard A. Gardner. N.Y.: Aronson, 1973, 185pp. $7.95.
