Many articles have been written about psychological, legal and philosophical issues related to mainstreaming exceptional students into the regular classroom; but few provide the teacher with specific procedures to accomplish the task. The authors of this paper contend that teaching strategies having the most relevance for mainstreaming can be derived from research on generalization of behaviors. Eight categories of generalization techniques for mainstreaming exceptional children are presented in this paper. The authors have specified practical procedures that interested practitioners can use in facilitating mainstreaming.
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