and Effects of Mainstreaming

This paper presents a review of the literature and results of a study on regular teacher attitudes toward mainstreaming of students with disabilities in regular classes. Emphasis is on mainstreaming experiences in Illinois, especially Chicago, public schools. These efforts are related to concepts of the least restrictive environment and the regular education initiative. The study queried 31 Chicago elementary teachers about their attitudes toward mainstreaming. Reported positive attitudes were not supported by a small pilot study. Both the literature and the study indicate a basic support for mainstreaming but also the critical need for regular class teachers to be provided with inservice training, supportive assistance from special education teachers, and administrative support. The questionnaire (and tabulated results) and graphs are attached. (Contains 22 references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document