A Survey of Present Mainstreaming Practices in the Southern United States

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Abstract
This survey assessed the current status of mainstreaming practices as perceived by a random sample of elementary music educators in the Southern Division of MENC. The questions focused on three areas of interest: administrative support, instructional adaptations, and impact of mainstreaming on students. Responses indicate that teachers perceive administrative support for mainstreaming to be minimal. Teachers indicated a moderate amount of instructional modification to meet the needs of mainstreamed students. Only 1% of the respondents indicated they had previously participated in Individual Educational Program development.

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