TY - JOUR
AU1 - Poorman, Christine
AB - of validated curricula and programs for these chilo there is a lack dren. As a result, special teachers are often left exhausted of Mainstreaming ideas. Behavior problems begin to develop, and alert teachers see signals that changes in their programs and methods are needed. in Reverse Continually trying to gather new programs and ideas to bene­ fit the severely retarded group often results in dead ends, or the gathering of bits and pieces that apply only "some" of the time to with a "some" of the students. Special ORMALIZATION IS AN IMPOR ANT GOA Because of the functioning level and the necessity of concen­ trating on the basic needs of severely retarded students, main­ streaming them into regular classes would benefit neither the Friend regular nor the special children. However, keeping the special children confined to a room without any outside interaction is not conducive to normalization. The goal of normalization is to get the children to function as close to "normal" as possible. We felt that a two way educational learning process could enhance a special education program for both regular and special students. CHRISTINE POORMAN Mainstreaming was unrealistic, but normalization was a con­ cept we believed in. 
TI - Mainstreaming in Reverse with a Special Friend
JF - TEACHING Exceptional Children
DO - 10.1177/004005998001200402
DA - 1980-07-01
UR - https://www.deepdyve.com/lp/sage/mainstreaming-in-reverse-with-a-special-friend-3DBOtSFLGy
SP - 136
EP - 142
VL - 12
IS - 4
DP - DeepDyve
ER -