MAINSTREAMING

This research presents a proposal for the measurement of the attitudes of elementary educators--teachers, education specialists, and administrators--toward the mainstreaming of at risk students in regular classrooms. This proposal is presented in two main sections. The problem statement, study purpose, hypothesis, importance of the proposed research, definition of terms, assumptions and limitations that will apply to the proposed research, and the plan of study are presented in Part I. A review of relevant literature is presented in Part II.

The problem that will be investigated, the study purpose, and the hypothesis that will be tested are presented in this section--Part I. Ancillary information--the importance of the proposed research, definition of terms, assumptions and limitations that will apply to the proposed research, and the plan of study also are addressed in this section.

Public Law 99-457 prohibited discrimination against handicapped persons in a variety of contexts including education. In the context of education, this law requires, to the maximum extent possible, that handicapped students receive the same educational opportunities as are available to all other students. Although there are important exceptions to the rule, to a great extent, education for the handicapped student tends to be assessed according to many of the criteria previously applied to c

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e concept. This finding is an example of the type of contradiction present in the literature that is amenable to resolution through an examination of the validity and reliability of the underlying research, a procedure that is considered to be irrelevant in this literature review. Gans (1987, p. 41) noted the short-lived character of efforts to alter the attitudes of classroom teachers toward the concept of mainstreaming at-risk students through preservice and repeated inservice programs for classroom teachers. Gans also noted that consultations between regular and special education classroom teachers typically increased the resistance of classroom teachers to the concept of mainstreaming. This type of outcome is attributed to differences between special education teachers and regular classroom teachers in relation to both professional orientations and expected educational outcomes for students. Special education teachers by an large are satisfied with educational outcomes that would be rejected as unsatisfactory by regular classroom teachers. Regular classroom teachers quite specifically do not want the educational outcomes for regular students to be degraded by mainstreaming efforts that, while they may or may not benefit
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Some common words found in the essay are:
Public Law, Purpose Study, MAINSTREAMING Introduction, Assumptions Limitations, Study Permission, Definition Terms, Study Legal, risk students, mainstreaming risk, mainstreaming risk students, regular classrooms, proposed research, risk students regular, students regular classrooms, students regular, survey questionnaire, attitudes perceptions, handicapped students, plan study, assumptions limitations, teachers mainstreaming risk, regular elementary classroom,
Approximate Word count = 4040
Approximate Pages = 16 (250 words per page)

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