A Survey of Mainstreaming Practices

Abstract

Elementary and secondary general education teachers identified as effective instructors of students with handicaps in the regular classroom were interviewed. They completed open-ended questions in a structured format and rated instructional modifications according to frequency of use. Elementary teachers reported fewer students with handicaps in their classes than did secondary teachers, who reported they frequently taught students with handicaps in "slower" track classes. Elementary teachers reported using individualized instruction and receiving support from special education teachers more often than did secondary teachers. Both groups frequently used instructional modifications such as shortened assignments, oral tests, study buddies, lower-level worksheets, and preferential seating.