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Achieving the Complete School: Strategies of Effective Mainstreaming


reviewed by Laurence Gardner - 1986

coverTitle: Achieving the Complete School: Strategies of Effective Mainstreaming
Author(s): Douglas Biklen
Publisher: Teachers College Press, New York
ISBN: 0807727725, Pages: , Year: 1985
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In 1975 the passage of far-reaching federal legislation known as the Education for All Handicapped Children Act served to codify a series of landmark judicial decisions and to usher in a new era in American education. This was the era of integration of the handicapped and of mainstreaming, a concept originally recommended by the judiciary to redress the travesty of prejudice, bigotry, and segregation based on physical, mental, or emotional deviation from what was arbitrarily considered normal. The assault was shameful: By virtue of mental retardation, visual or orthopedic impairment, or other disabilities, a child could be functionally or totally excluded from school. Practice was erratic. Schools enrolled “some but not all students with the same disability”; they placed students in special programs that were inappropriate, or in programs that delivered virtually no instruction; they excluded retarded children, asserting they would cause disciplinary problems; and they artificially limited the size of... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 88 Number 1, 1986, p. 120-122
https://www.tcrecord.org ID Number: 621, Date Accessed: 8/4/2020 4:56:42 PM

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  • Laurence Gardner
    Teachers College, Columbia University

 
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