Home > Iowa Academy of Science > Journals & Newsletters > Iowa Science Teachers Journal > Volume 15 > Number 1 (1978)
Document Type
Article
Abstract
The concept of mainstreaming rein forces the belief that all children are capable of learning if education is individualized and attention is given to learning styles, rates of learning, and individual capabilities. It is now widely accepted that children with mild learning impairments should no longer remain segregated and confined to separate classroom situations during their entire day in school. Effective mainstreaming addresses the academic and social needs of all youngsters and functions in the least restrictive environment. The basic assumption that the large majority of handicapped children can be absorbed into regular classrooms with adjustments and adaptations in the existing instructional programs is being accepted by the growing number of teachers.
Publication Date
April 1978
Journal Title
Iowa Science Teachers Journal
Volume
15
Issue
1
First Page
35
Last Page
39
Copyright
© Copyright 1978 by the Iowa Academy of Science
Language
en
File Format
application/pdf
Recommended Citation
Hanif, Muhammad
(1978)
"Science and Mainstreaming the Educable Mentally Retarded Students,"
Iowa Science Teachers Journal: Vol. 15:
No.
1, Article 23.
Available at:
https://scholarworks.uni.edu/istj/vol15/iss1/23