Mainstreaming Special Class Students with Mild Handicaps Through Group Instruction

Abstract

Mainstreaming of mildly handicapped students from special to general classes is a controversial and contemporary issue. Despite a number of important difficulties, mainstream classes are considered to be the most appropriate placement for mildly handicapped students. The value of group instruction as a method of achieving effective mainstreaming is discussed in relation to its potential for developing social skills, providing a framework for instruction, and ensuring a link between the special and general class. Within the framework for instruction, three specific group instruction techniques are examined: cooperative learning, peer tutoring, and reciprocal teaching. It is argued that mainstreaming skill training should commence in the special class, and culminate in those skills being applied and supported in a general classroom learning environment. Group teaching strategies may serve as an effective, transportable framework in which to achieve effective mainstreaming.