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Effective administrative strategies for mainstreaming in selected Massachusetts elementary schools
Abstract
For over a decade, federal and state laws have mandated a free and appropriate education for special needs students in the least-restricted environment. There has been a wide variation of progress made in this area, depending on the approach taken by the administration of the school district, and the degree of support between staff (both regular and special education staff), parents and administrators. The purpose of this study was to obtain suggestions from five Massachusetts Public School systems that focus on effective administrative strategies for mainstreaming on the elementary school level. Data was gathered from a review of literature, as well as a questionnaire, containing both questions to answer, and statements with which the participant was asked to either agree or disagree. A total of 25 Questionnaires were sent to five members of each of five Massachusetts school districts. Only three out of the five schools responded to the questionnaires. Further information was derived from tape-recorded interviews with school administrators. By examining actual case study accounts and various national model programs for mainstreaming, other ideas have been suggested and are included in the study. The success of a mainstreaming program lies in the relationship between administrators, staff, and parents. The key ingredient is unlimited involvement at the administrative level, and the ability to develop effective techniques for enhancing integration. In order to succeed in the development of an effective mainstreamed program, it is critical that administrators: (1) Need to encourage and improve interaction between regular and special education staff members. (2) Try to identify negative attitudes and work toward improving attitude problems. (3) If possible, involve staff in the development of the model, as well as the ultimate implementation of the program.
Subject Area
Educational administration|Special education
Recommended Citation
Washington, Dorothy Ree, "Effective administrative strategies for mainstreaming in selected Massachusetts elementary schools" (1991). Doctoral Dissertations Available from Proquest. AAI9120951.
https://scholarworks.umass.edu/dissertations/AAI9120951