Into the Mainstream

Autor/in	Shah, Nirvi
Titel	Into the Mainstream
Quelle	In: Teaching Tolerance, (2010) 37, S.20-24 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-2847
Schlagwörter	Mental Retardation; Federal Government; Mainstreaming; Special Education; Disabilities; Educational Administration; Inclusive Schools; Down Syndrome + Suchen Sie Ihr Suchwort? Geistige Behinderung; Bundesregierung; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Inclusive school; Integrative Schule; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom
Abstract	It has been more than 30 years since the federal government first declared that children with different abilities shouldn't be automatically separated from one another in school. Parents of student with disabilities all over the country, are still fighting to have the law enforced. Too often, they say, school administrators' first instincts are separation, not inclusion. The latest figures from the U.S. Department of Education show that, overall, almost 57 percent of students with disabilities spend the majority of their day in traditional classrooms. But that number masks a wide range of outcomes for a diverse group of students. For students with mental retardation, for example, the inclusion rate is less than 16 percent. This article shares the experiences of parents in their fight to get their children with disabilities included in a regular classroom. (ERIC).
Anmerkungen	Southern Poverty Law Center. 400 Washington Avenue, Montgomery, AL 36104. Tel: 334-956-8200; Fax: 334-956-8484; Web site: http://www.tolerance.org/teach/magazine/index.jsp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10