Perceived Inservice Needs of Regular Classroom Teachers for Incorporating the Handicapped Child in the Regular Classroom

The evidence supporting mainstreaming from the first day of the first year of school is positive and strong. For children who have been identified as needing special education before the usual school age reports of effective integration date as far back as 1962. The practice was operating system wide in Tacoma, Washington, even earlier (Bertness, 1976, pp. 55-58)