Research shows that a child's social and behavioral skills affect the development of cognitive and physical abilities. Set students on a path to success and have fun doing it with this activity-packed second edition of "Wanna Play". The authors provide hundreds of activities that help children learn how to behave appropriately and make friends.…

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…

This bibliography was compiled to enable physical educators to gain greater insight into the mainstreaming process. Each citation specifically pertains to mainstreaming and has been verified by thorough examination. (MT)

Public School 279 in Brooklyn, New York, is a school which has made mainstreaming work. The school has 96 special education students plus 40 who see resource teachers. How mainstreaming has been implemented is discussed. (MT)

The article offers a classroom management technique, PASSWORD, that facilitates the smooth transition of handicapped students from the resource room to the regular class. Students are each asked a "code question," usually a review question, the answer to which is the password for leaving the resource room. (DB)

A teacher describes her experience trying to mainstream a manipulative disabled child and her techniques for demanding academic work from him. (MT)

The article discusses general classroom management suggestions to help the learning disabled student achieve in the regular classroom. Suggestions address aspects of orientation/organization, physical environment, directions, instruction, memory, assignments, worksheets, and evaluation. (CL)

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)

Among 13 suggestions to help regular classroom teachers more effectively evaluate mainstreamed exceptional students are minimizing distractions, avoiding oral instructions, simplifying written instructions, providing an understandable and organized format, providing constructive feedback, rewarding and insisting upon effort, providing supervision…

An elementary social studies unit on American Indians was built around the Enrichment Triad Model which proposes three levels of activities (general exploratory, group training, and real problem solving). The unit grew out of a desire to better serve the needs of gifted students in the regular classroom. (Author/CL)

Teachers can promote learning within the mainstream classroom through organization of three aspects: (1) preparation of materials, (2) presentation of materials, and (3) teacher-pupil interaction. (CL)

Ways that teachers can prepare themselves for a class with a mainstreamed disabled student are described, including obtaining information about the specific disability, visiting the child and parents at home, reflecting upon personal attitudes about disabilities, setting up for a wheelchair user, working with visually- or hearing-impaired…

Children with mental retardation and multiple handicaps can effectively participate in play activities and games, but the experience must be structured for them. Techniques for organizing play activities involving handicapped and nonhandicapped children are offered. Examples of singles play, rotation play, and associative play are described. (JDD)

The digest explores aspects of serving the learning disabled (LD) student in vocational education classrooms. It is noted that LD students may have difficulty following directions and understanding lectures and may forget more often than other students. A list of seven accommodations that can be made for LD students in vocational classrooms…

The digest focuses on being comfortable around handicapped children and offers suggestions for classroom teachers working with mainstreamed handicapped students. The importance of treating the child as normally as possible is emphasized. Questions of pity are dealt with. Teachers are urged to handle children's frustrations and accomplishments in…