Teachers can provide opportunities within a school for the interaction of severely handicapped and nonhandicapped students at all educational levels through cooperative work projects, prearranged play sessions, and human differences training. (DB)

Preventive discipline (as opposed to reactive corrective discipline) with special education students is achieved by raising the instructional importance of social/personal goals to the same level as academic goals. Among 10 guidelines are informing pupils of expectations, establishing a positive learning climate, avoiding threats, and structuring…

An observational technique for assessing the social interaction skills of elementary age students with disabilities is described. The procedure focuses on three interaction elements: (1) initiating the interaction, (2) turn taking, and (3) responding to the interaction. The method of data recording and analysis is delineated. (DB)

The article describes the program used in the Belmont (Massachusetts) public elementary schools involving the Dalcroze Eurhythmics approach to music and movement with special needs children. (SB)

Procedures for programing computers to deal with handicapped students, problems in selective attention, visual discrimination, reaction time differences, short term memory, transfer and generalization, recognition of mistakes, and social skills are discussed. (CL)