This article explores the recommendation for assessment of mainstream learning environments in order to facilitate placement of mildly and moderately handicapped students. First, a six-point rationale for such assessment is presented. Next, three types of indicators for learning environment assessments are described, including indication of substantive modifications, more typical modifications, and curriculum anomalies in the local setting. Recommendations concerning who should conduct the assessment are presented, followed by suggestions for needed research in this area.
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