Effective Educational Practices in the Mainstream Setting: Recommended Model for Evaluation of Mainstream Teacher Classes

Abstract

This paper recommends evaluation of effective educational practices in all mainstream class settings. A seven-point rationale for such evaluation is presented, followed by discussion of evaluations of mainstreaming which have already been conducted. Areas of research relevant to effective instructional practices in the mainstream are also presented, in order to specify content of an appropriate evaluation instrument. Finally, a model of an effective evaluation system for evaluation of classroom mainstreaming is presented.18, 535-541.

Programming for Mainstream Kindergarten Success in Preschool: Teachers' Perceptions of Necessary Prerequisite Skills

“…An item was considered a part of a factor if it had a regression weight of .60 or more and was identified by both factor analytic pro- (Bender, 1986;Bender, Smith, & Frank, 1988;Frank, 1988). Items and Factor Loadings on the Beckoff Scale ;Item 7 was included as a social/survival skill because it was selected by kindergarten teachers and Walter and Vincent (1982) identified it as a sociallsurvival skill I I school teachers and kindergarten teachers.…”

Mainstreaming Special Class Students with Mild Handicaps Through Group Instruction

“…In addition to the use of the special education teacher as a consultant teacher (West & Idol, 1987), special support staff such as resource teachers (Friend, 1984), integration teachers (Collins, 1984), or consultants (Bender, 1986) can also facilitate transfer of group teaching strategies. Six special education service delivery models have been identified (Idol & West, 1987) that would be applicable in providing consultative assistance to classroom teachers of mainstreamed students on a full-time or part-time basis, through the use of teacher assistance teams, resource/consulting teachers, and special education teachers.…”

“…M AINSTREAMING MILDLY HANDICAPPED students is a controversial issue that has been debated strongly on diverse philosophical, social, psychological, and economic grounds (Bender, 1986;Carlberg & Kavale, 1980;Gottlieb, 1982;Gow, Snow, Balla, & Hall, 1987;Gresham, 1982;Polloway, 1984). Although research indicates few consistent benefits for mildly handicapped students in special classes in terms of academic, self-esteem, or behavioral skills (Carlberg & Kavale, 1980), current mainstreaming evidence suggests that their placement in general education classes is also fraught with problems (Madden & Slavin, 1983).…”

Inclusion

“…94-142) did not define the mainstream classroom as the least restrictive environment (LRE) for all students with disabilities. Others have asserted that mainstreaming is legally mandated (Bender, 1986). Some professionals have assumed that least restrictive environment is synonymous with mainstreaming (e.g., Reynolds, Wang, & Walberg, 1987).…”