Effective Mainstreaming Strategies for Mildly Handicapped Students

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Abstract
In this article we outline effective instructional strategies that promote school success of mildly handicapped students in the mainstream. These strategies are supported by empirical research and are described with respect to presenting characteristics of mildly handicapped students, including deficits in attention, memory, intelligence, language, social/emotional behavior, affect or motivation, basic skills, and organizational/study skills. These characteristics, we argue, provide more direct implications for instruction than, for example, consideration of categorical designation or use of general "mainstreaming" strategies that may not completely account for individual differences. This model of effective mainstreaming strategies is described within the overall model of effective teaching.

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