Using an analogue method, a survey of general educators in a midwestern suburban school district revealed a general willingness to accept in regular settings students with learning disabilities and behavioral disorders, contingent on appropriate mainstreaming modifications. General educators' participation in mainstreaming decision making was an important factor in accepting students with mild disabilities. Respondents also placed more emphasis on decision-making participation than having mandatory mainstreaming modifications in place in the school system. Data are discussed in relation to current issues in the field of education.
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