The Regular Education Initiative (REI): Where Do Students with Learning Disabilities Fit?

Autor/in	Ralabate, Patti
Titel	The Regular Education Initiative (REI): Where Do Students with Learning Disabilities Fit?
Quelle	(1989), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Educational Principles; Elementary Secondary Education; Learning Disabilities; Mainstreaming; Position Papers; Professional Associations; Regular and Special Education Relationship; Teacher Associations + Suchen Sie Ihr Suchwort? Bildungsprinzip; Learning handicap; Lernbehinderung; Positionspapier; Lehrerorganisation; Lehrerverband; Lehrervereinigung
Abstract	The paper defines the Regular Education Initiative (REI) and outlines its fundamental assumptions. The paper then discusses the responses of three organizations to the assumptions, as delineated in the joint policy statement of the National Education Association, the Council for Exceptional Children, and the American Association of School Administrators. The assumptions include: students are more alike than different; all good teachers use the same basic techniques and strategies; pull-out programs should be eliminated; the separation of special education and regular education programs results in inefficiency, duplication, and fragmentation; labeling is unnecessary and stigmatizes students; and physically separate education is discriminatory and unequal. The responses refute each of these assumptions and argue against the effectiveness of the REI in meeting the needs of special students. A 16-item bibliography is appended. (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01