Abstract
While the concept of mainstreaming is highly commendable as an educational objective, it promises more than our educational institutions can deliver at this time. This article will critique some of its flaws, such as grade-level curriculum demands, reporting systems, standardized tests, teacher training, and the individualization of instruction. As a child advocate, the author discusses the often unfortunate sequelae of current educational practices on the learning disabled child, his family, and concerned professionals. Modifications are proposed to improve and facilitate more effective implementation of mainstreaming.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
