Mainstreaming or Mainlining

Abstract

This study identified the social skill competencies a mainstreamed student should possess in order to function successfully in the regular classroom. Regular and special elementary level educators completed a 36-item questionnaire that asked them to rate their perception as to whether or not a specific social skill was critical for success in the mainstream setting. Based upon the results of this study, three general social skill areas and 15 competencies were identified. Differences between regular and special educators and primary and intermediate level teachers were identified.

Determining the Difficulties Children with Special Needs Experience during the Transition to Primary School

“…Among the quantitative findings of the research, this finding also coincides with the results from the sub-scale of characteristics pertaining to transitioning children. The body of literature states that if students with special needs have lessdeveloped social skills, they display problematic behaviors and have difficulty obeying class rules and communicating (Chadwick & Kemp, 2002;Salend & Lutz, 1984;Rice & O'Brien, 1990). In addition to students' academic skills, their socials skills (Chadwick & Kemp, 2000a;Chadwick & Kemp, 2002;Fowler et al, 1991;Harper, 2005;Johnson, Gallagher, Cook, & Wong, 2000;Kemp & Carter, 2005) and communication skills (Hains, Fowler, Schwartz, Kottwitz, & Rosenkoetter, 1989;Johnson et al, 2000;Kemp & Carter, 2005) are vital intra-class skills in the general education environment.…”

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

“…Training in social skills has been shown to be effective in both the special class prior to placement, and in the mainstream after integration takes place (Gresham, 1982), and assessment of these critical areas is a necessary component of evaluation of mainstreaming. Salend and Lutz (1984) provided the preliminary research for such an evaluation of social skills. Groups of special education and mainstream teachers were asked to rate the importance of various behavioral indicators of children for overall success in mainstream classes.…”