Available resources and indicators of high quality inclusive practices are presented in this compilation. Assembling many different resources in one place allows for easy comparison of potential indicators of quality. Excerpts and adaptations of the resources are intended to provide some familiarity with the content of each resource and encourage…

Outlines findings from a Wisconsin study to identify problems hindering the process of implementing mainstreaming programs in secondary schools. Includes eight recommendations and a reference list. (MD)

The monograph is intended to help administrators clarify issues regarding mainstreaming in preschool education. Four chapters are presented as outgrowths of a workshop on preschool mainstreaming. The first, "Fundamental Issues in Preschool Mainstreaming," by M. Guralnick, focuses on four issues: (1) understanding the purposes of…

The article examines service provisions for preschool-aged handicapped students in terms of two legal issues: what constitutes an appropriate program in terms of the intensity/frequency of program length; and how the least restrictive environment provision should be applied to this population. (Author/DB)

Describes a New York City program, the Adaptive Learning Environments Model (ALEM), that successfully provided academically at-risk students instruction in regular classroom settings. The program achieved remarkable results, but, due to state policies, it was discontinued in 1983. (MD)

The concept of mainstreaming and delivery of services is briefly examined from a principal's perspective. The characteristics which shape a principal's effectiveness are listed and research is cited to show that principals want more responsibility than they now have. Principals are urged to share their mainstreaming experiences with others.…

Reviews a documentary videotape entitled "Regular Lives" that presents case studies of successful mainstreaming of the disabled. The video shows both the obstacles and benefits of placing children with physical and mental disabilities into regular classrooms with typical children. (TE)

Describes the principal's role in fostering positive acceptance of special education in his or her school. Includes a reference list. (MD)

The final volume in a series on Project REACH (Regular Education for All Children with Handicaps) is addressed to administrators involved in integrating severely disabled students into regular public schools. The manual is intended as a trouble-shooting tool with information on background theories and specific strategies. An introductory chapter…

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The paper reviews the literature defining "mainstreaming," notes that mainstreaming is not the wholesale return of exceptional students from…

Research and experience tell us the benefits of integration for students with mental handicaps, but we have yet to put this knowledge into widespread practice. Appropriate educational policies and administrative support are needed to ensure successful integration of the mentally handicapped into schools. (TE)

This bulletin discusses how to accommodate pupils with special educational needs and disabilities in mainstream schools, presents issues concerning physical access, and addresses how to meet the design needs of pupils with sensory, learning, and emotional and behavioral difficulties. Practical recommendations are included along with five case…

Attitudes of preschool directors (N=591) in New South Wales, Australia, toward mainstreaming of students with disabilities and relevant competencies required of teachers were surveyed via questionnaire. Results indicated greatest optimism concerning the mainstreaming of students with mild disabilities. (Author/PB)

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The literature review focuses on research concerning preschool and early school-age peer tutoring and buddy programs. The review is…

A half-day structured learning program for high school students unable to function adequately in mainstream settings is described. Key ingredients include a weekly student-staff meeting, goal setting and goal checking, behavioral checklists, group counseling in the form of a Human Relations course, and academic modifications. (JW)