-
Integration and Implementation: A Four-point Mainstream Model
- American Annals of the Deaf
- Gallaudet University Press
- Volume 130, Number 5, December 1985
- pp. 397-401
- 10.1353/aad.2012.0897
- Article
- Additional Information
Planning, training, development, and evaluation are critical to an effective implementation model for integrating technology for special education into a total district-wide technology plan. This paper analyzes these areas to see what their critical components are and what interaction must occur between them for successful implementation. Districts seeking to initiate or enhance their use of technology for instructional and management purposes should know what to expect, what to avoid, and what to prepare for.
The model presented and analyzed here is based on direct implementation experience in a suburban district with 33,000 students, 10% of whom receive services from the special education program. The program for hearing-impaired students (as well as the entire special education program) is highly diverse, with mainstreamed, resource room-based, and self-contained settings and referrals to residential settings. Special education staff include itinerant and consulting teachers, building-based teachers, and a wide variety of support and ancillary staff. Specific examples of other models are provided.