Volume 6, Issue 4 (1977)
The Role of the School Psychologist in Identifying and Planning for Exceptional Children
The placement of exceptional children in segregated classrooms has been questioned in recent years since many studies have indicated that children treated in regular classrooms often did just as well as children in special classes (Dunn, 1968 ; Goldstein, Moss, & Jordon, 1965; Lilly, 1970). Therefore, recent emphasis has been placed on mainstreaming (Birch, 1974) and placement of children in the least restrictive environment.
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