A transition model for placement of handicapped children in regular and special classes

Forness, Steven R.

doi:10.1016/0361-476x(77)90005-4

Cited by 13 publications

(1 citation statement)

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“…The idea was introduced that many of them will be better off if they are integrated with regular children. One of the first attempts in this regard was by Fomess [4], who came up with a design for the transition of handicapped children from special to regular classes. This was accompanied by terms such as normalization, mainstreaming, and integration which were used interchangeably [5] to indicate, in broad terms, the educational arrangement of placing disabled students in regular classes with their nonhandicapped peers to the maximum extent appropriate [lo].…”

Section: The Aftermath Of Integrationmentioning

confidence: 99%

Establishing a Multi-Purpose Model for the Rehabilitation of Children With Special Needs

Raz

1998

World Leisure & Recreation

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Section: The Aftermath Of Integrationmentioning

confidence: 99%

Establishing a Multi-Purpose Model for the Rehabilitation of Children With Special Needs

Raz

1998

World Leisure & Recreation

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Individualizing schedules of instruction for school children with learning and behavior problems

et al. 1979

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Curient emphasis on developing individual educational plans for children presents a problem of matching one child's educational plan with that of other children and then grouping several such children together for instruction, such that the individual qualities of each child's program are still maintained. Teacher and child variables in a noncategorical program for early childhood education of retarded, autistic, seriously disturbed, learning disabled, and aphasic children were used to generate monthly computerized schedules of instruction for 12-16 children each month. Schedules were generated over an eight-month period, and the last month's weekly schedule was presented for purposes of illustration and discussion. Advantages and feasibility of such a system were discussed.With increased demand for individualized educational programming of handicapped children, it is apparent that alternatives are needed to the traditional practice of categorical grouping in special education (Filler, Robinson, Smith, Vincent-Smith, Bricker, & Bricker, 1975 ; Martin, 1976). The heterogeneity of children within a single diagnostic category has been well established (Foster, Ysseldyke, & Reese, 1975;Grady, 1974; Lombardi, 1975; Smith, 1974) and has served to disabuse special educators of reliance on categorical programs. Several approaches to noncategorical systems have evolved (Forness, 1976; Hewett, 1977; Iscoe, 1962; Quay, 1968), but the difficulties of actual day-to-day programming in such systems have not been explored.Determining a handicapped child's individual needs for certain educational activities may prove to be a relatively simple matter. The difficulty lies in matching one child's individual educational program with that of other children and then grouping several such children together for purposes of instruction such that the individual qualities of each child's program are still maintained.

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Clinical criteria for mainstreaming mildly handicapped children

Forness¹

1979

Psychol. Schs.

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Although integrating handicapped children into regular classrooms has become well established educational practice, the clinical decision to mainstream a given child should be based on systematic consideration of several factors. Among these are age, pervasiveness and degree of handicap, curriculum, social skills, class size, teacher competency, and family resources. These criteria are discussed, along with various approaches to, and the pertinent evidence for and against, mainstreaming.

show abstract

A transition model for placement of handicapped children in regular and special classes

Cited by 13 publications

References 10 publications

Establishing a Multi-Purpose Model for the Rehabilitation of Children With Special Needs

Establishing a Multi-Purpose Model for the Rehabilitation of Children With Special Needs

Individualizing schedules of instruction for school children with learning and behavior problems

Clinical criteria for mainstreaming mildly handicapped children

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