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Attitudes and mainstreaming: A literature review for school psychologists
Author(s) -
Horne Marcia D.
Publication year - 1979
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197901)16:1<61::aid-pits2310160111>3.0.co;2-w
Subject(s) - mainstreaming , legislation , psychology , special needs , school psychology , special education , professional development , medical education , pedagogy , applied psychology , political science , psychiatry , medicine , law
“Mainstreaming” legislation requires that special needs students participate in regular classroom activities to the extent possible. Studies indicate, however, that, neither parents, peers, nor professionals may be expected to hold positive attitudes toward these students or be competent providers of positive growth experiences. Existing evidence supports the need for comprehensive training programs for these groups which provide an interface between their experiences with special needs students and an introduction to new knowledge. School psychologists should assume a leadership role in development and implementation.