Studying Mildly Handicapped Children's Adjustment to Mainstreaming

Abstract

This article provides a brief critique of our current research base with regard to the influence of mainstreaming on the social-emotional competence of mildly handicapped (MH) children followed by discussion of a research project on this topic that we believe overcomes the limitations of previous studies. It emphasizes the need for longitudinal analysis, assessment in multiple environments, and the use of multitrait-multimethod methodologies. It underscores the need of special education to produce systemic research that attempts to weave a more complex pattern from the personal, peer, family, and school factors that serve to mold children's personal-social competence.