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Related Experiment Videos

Mainstreaming: fulfilling the promise?

J Gottlieb

    American Journal of Mental Deficiency
    |September 1, 1981
    PubMed
    Summary
    This summary is machine-generated.

    Mainstreaming education for children with emotional and behavioral challenges (EMR) did not significantly improve educational quality. Data suggest current mainstreaming approaches may need reevaluation to better serve these students.

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    Area of Science:

    • Special Education
    • Educational Psychology
    • Child Psychology

    Background:

    • The educational landscape for children with emotional and behavioral challenges (EMR) has seen a significant shift towards mainstreaming.
    • This movement was predicated on several key assumptions regarding improved educational outcomes.

    Purpose of the Study:

    • To evaluate the validity of assumptions underlying the mainstreaming movement for EMR children.
    • To assess the impact of mainstreaming on the quality of education provided to EMR students.

    Main Methods:

    • Review of available data pertaining to the assumptions of mainstreaming.
    • Analysis of educational outcomes for EMR children in mainstreamed settings versus self-contained classes.

    Main Results:

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    • Data analysis did not support a significant improvement in educational quality for EMR children due to mainstreaming.
    • The effectiveness of current mainstreaming practices for this population was questioned.

    Conclusions:

    • The mainstreaming movement has not demonstrably enhanced the educational caliber for EMR children.
    • Current interpretations of 'least restrictive environment' may require redefinition to better meet the needs of EMR students.