This text has immediate practical relevance for teachers, administrators, parents and service providers.
Larivee, B. (1985). Effective Teaching for Successful Mainstreaming.
White Plains, NY: Longman.
Teacher effectiveness in fostering achievement and personal
and social adjustment of integrated studants with mild handicaps is shown
to be part of overall teacher effectiveness in the classroom.
O’Brien, John and Marsha Forest. (1989). Action for Inclusion: How to
improve schools by welcoming children with special needs into regular
classrooms. Toronto: Frontier College Press.
An action-oriented manual, this text is based on a strong ideological
commitment to the unconditional inclusion of all children in the regular
classroom and the provision of appropriate individualized supports.
Common misunderstandinsg, goals and practical step for integration are outlined in five sections: 1) the family’s expectations; 2) enlisting the help of the neighbourhood school principal; 3) enrolling the teacher; 4) involving classmates; and 5) the making of action plans (MAPs). The placement of an integration consultant or facilitator in the school is advocated.
Snell, Martha E. and Stanley J. Eichner. (1989). Integration for students
with profound disabilities. In Brown, Fredda and Donna H. Lehr. Persons
with Profound Disabilities: Issues and practices. Baltimore, MD: Paul
H. Brookes Publishing Co., pp. 109-138.
The chapter discusses the rationale for integration in terms of the
benefits for all concerned: students with severe and profound
disabilities (including those with multiple handicaps
and medically fragile conditions), their families, students without
disabilities and professional staff. Sections also focus on strategies
for obtaining integrated programs and barriers to their implementation.
