SUCCESSFUL MAINSTREAMING IN ELEMENTARY SCIENCE CLASSES - A QUALITATIVE STUDY OF 3 REPUTATIONAL CASES

The overall purpose of this investigation was to identify variables me aningfully associated with mainstreaming success in science classes, a cross grade levels, and across categories of disability. Subsequent to 2 years' collaborative work with teachers, we studied, over a school year, three science classes in which students with disabilities were s uccessfully included. Associated building and district-level practices were also examined. Evidence gathered included observational field no tes, student and teacher products, videotaped records, curriculum mate rials, and interviews with students, teachers, and administrators. Sev en variables were identified that were common to all settings and inde pendent of grade level or disability category. Most of these served al so to enhance the shared experience of all students in the science cla sses. Implications for mainstreaming and for science education are dis cussed.