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Mainstreaming the Handicapped Child: A Review of Five Books

It has become increasingly evident that the concept of mainstreaming is a complex phenomenon that extends far beyond the placement and/or retention of the handicapped child in the regular classroom. Awareness that knowledge about and understanding of the special needs of severely handicapped children can no longer be confined to specialists in individual impairments is also growing. Several new publications from the Council for Exceptional Children (CEC) and one from the College of Education of the University of Minnesota that deal with the mainstreaming concept in general, its financial aspects and the integration of the handicapped child into a regular classroom, will be invaluable to public school personnel, both teachers and administrators, who are dealing directly with mainstreaming, and to others, including parents, who want to understand it. Mainstreaming: Origins and Implications (University of Minnesota, 1976) reports on a conference that was held in the summer of 1975 for 59 deans of colleges of education who had been awarded grants by the Bureau of Education for the Handicapped to establish training projects that, at the pre-service level, would increase the capabilities of regular education teachers to accommodate a greater range of exceptionality in their classrooms. Some of the topics covered include: right to education suits, cessation of school suspensions and other forms of school demission, individualized instructional management systems and alternative measurement systems. This publication is an especially important contribution to the field since it concentrates more on the consequences of mainstreaming for instruction rather than the engineering aspects of service delivery systems and models. For educators faced with the responsibility to develop mainstreaming programs in school systems, this book provides basic information.