While the concept of mainstreaming is highly commendable as an educational objective, it promises more than our educational institutions can deliver at this time. This article will critique some of its flaws, such as grade-level curriculum demands, reporting systems, standardized tests, teacher training, and the individualization of instruction. As a child advocate, the author discusses the often unfortunate sequelae of current educational practices on the learning disabled child, his family, and concerned professionals. Modifications are proposed to improve and facilitate more effective implementation of mainstreaming.
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References
1.
Nyquist, E.B.: Mainstreaming: Idea and Actuality, III. New York State Education Dept., 1970.
