A structured small group instructional setting helps to teach mainstreamed handicapped preschoolers the skills necessary to interact with the classroom materials without direct supervision. Examples are cited of individualized play activities with puzzles, paint, and play dough. (CL)

The purpose of this study was to determine methods for and barriers to including students with disabilities in high school service learning programs (HSSLPs) with non-disabled peers. Focus groups were conducted with adult stakeholders at five schools nominated as having exemplary inclusive HSSLPs and at least 3 years experience implementing such…

Five papers describe ways to integrate knowledge from regular and special education at the university level. L. Hudson and M. Carroll ("The Preservice Teacher Experiences Variation in the Meaning Making of Handicapped and Nonhandicapped Learners") review adaptations in a competency based teacher education program to include information on high…

Reports on programs for disabled children at the Williams Field Accommodation School. Presents brief case studies and discusses the necessity for mainstreaming disabled children. Stresses the need for individualized instruction. (DR)

The author considers several issues regarding the development of report card grades for the mildly handicapped mainstreamed student by the regular class and resource teacher. (SW)

Mastery learning, an approach originated by B. Bloom and based on formative testing to give the student feedback and correction, is advocated as an effective way to individualize instruction in a mainstreamed setting. (CL)

Teachers should develop a communication system in order to gather performance information on handicapped students entering a regular classroom. (JD)

The paper describes ways in which mainstreamed special education students can engage in individual assignments to master course content. The activities include developing a word parts dictionary which addresses prefixes, roots, and suffixes of the subject area; highlighting the textbook to sort out main ideas, vocabulary words, and supporting…

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)

Discusses how the Orff-Schulwerk approach to music education can be applied to the needs of mainstreamed, elementary-level, special education students. The Orff method stresses multisensory experiences, creativity, and individualized instruction. The author shows how an activity from a regular, elementary Orff class can be modified for special…

Presented in this article are various strategies for integrating learning disabled children into academic programs. Suggestions are made in the areas of mathematics, classroom environment, social studies, and science. (EB)

This review concludes that peer tutoring is a very powerful intervention for special education because it increases students' opportunities to respond, reduces teacher-pupil ratio, individualizes instruction, improves students' social skills, and increases students' academic achievement as well as aiding in the integration of disabled students…

Discusses ways that elementary music teachers can design class activities which will meet individual needs of mainstreamed special students. Activities described encompass a wide range of difficulty and provide opportunities for individualized, small-group or out-of-class instruction and for creative response. (AM)

The paper briefly reviews current issues and concerns facing postsecondary schools that provide services to learning disabled (LD) students. The following topics are discussed: college admissions policies, implications of Section 504 of the Rehabilitation Act of 1973, characteristics of LD college students, accommodations to meet their special…

Feasible ways of mainstreaming the preschool child are viewed, and alternative ways of using volunteers and parents in this effort are delineated. (JD)