Identifying School Districts' Policies for Implementing Mainstreaming

Salend, Spencer J.; Brooks, Lewis; Salend, Suzanne

doi:10.1080/05544246.1987.9944761

Cited by 3 publications

(1 citation statement)

References 20 publications

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“…For example, Fox and Ysseldyke (1997) examined an inclusion program that was not successfully implemented and found that, because of inadequate training and a lack of administrative leadership, GE teachers did not make significant modifications in their teaching strategies to address the needs of students with disabilities. Similarly, Salend, Brooks, and Salend (1987) surveyed educators responsible for coordinating their school districts' mainstreaming efforts and found that few of the districts employed systematic and viable procedures that were based on the quality indicators associated with successful inclusion programs.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Inclusion on Students With and Without Disabilities and Their Educators

Salend

Duhaney

1999

Remedial and Special Education

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239

156

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This article reviews the literature with respect to inclusion programs and students with and without disabilities and their teachers. The findings of the studies reviewed cited indicate that: (a) the impact of inclusion programs on the academic performance and social development of students with disabilities has been mixed; (b) the placement of students without disabilities in inclusion programs does not appear to interfere with their academic performance and has several social benefits for these students; and (c) teachers' responses to inclusion programs are complex, are shaped by multiple variables, and change over time. The implications of the findings for students and educators involved in inclusion programs as well as the limitations of the studies cited are discussed.

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Section: Discussionmentioning

confidence: 99%

The Impact of Inclusion on Students With and Without Disabilities and Their Educators

Salend

Duhaney

1999

Remedial and Special Education

Self Cite

239

156

View full text Add to dashboard Cite

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Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

Rock

Rosenberg

Carran

1994

Exceptional Children

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This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

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Regular and Special Educator Perceptions of Nonacademic Skills Needed by Mainstreamed Students with Behavioral Disorders and Learning Disabilities

Downing

Simpson

Myles

1990

Behavioral Disorders

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This study was designed to solicit teachers' perceptions of nonacademic skills required for students with behavioral disorders and learning disabilities to be successful in mainstreamed settings. Regular class teachers designated nonacademic skills possessed by a learning disabled or behaviorally disordered child recently mainstreamed into their class while special educators designated skills possessed by children recently mainstreamed out of their programs. Special educators indicated to what extent the nonacademic skills were trained in their classrooms. Teachers also assessed the extent to which nonacademic skills were considered in decisions relating to mainstreaming. Results revealed that regular class teachers perceived differences in nonacademic skills as demonstrated by behaviorally disordered, learning disabled, and normally achieving students. Differences were also found between regular and special class teachers' perceptions of the number of skills possessed by recently mainstreamed behaviorally disordered students.

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Identifying School Districts' Policies for Implementing Mainstreaming

Cited by 3 publications

References 20 publications

The Impact of Inclusion on Students With and Without Disabilities and Their Educators

The Impact of Inclusion on Students With and Without Disabilities and Their Educators

Variables Affecting the Reintegration Rate of Students with Serious Emotional Disturbance

Regular and Special Educator Perceptions of Nonacademic Skills Needed by Mainstreamed Students with Behavioral Disorders and Learning Disabilities

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