Abstract
Inevitably, mainstreaming will place new burdens on regular teachers and test our schools' flexibility in dealing effectively with children with special problems. Likely, solutions will need to be as many and distinctive as the children in question — as yet no formulas exist for successful mainstreaming. Heron clearly describes some of the tools available to schools, and the references he provides should be especially useful to readers wishing to pursue one or more of his suggestions. — G.M.S.
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