The second of three booklets developed by Project MAY (Mainstreaming Activities for Youth) is intended to aid youth serving agency personnel in planning, organizing, and implementing the mainstreaming of handicapped youth into regular programs. Eight steps in a planning/program development model are explained: describing the present program,…

Some specific guidelines and procedures for developing and implementing successful mainstreaming programs are provided. Factors discussed include: developing criteria for mainstreaming; preparing handicapped students; preparing nonhandicapped students; promoting communication among educators; evaluating student progress; and providing inservice…

Recommendations for adapting instruction for learning disabled high schoolers can be made to regular teachers according to a four-part format: frequently observed instructional modifications, difficulty factors based on an average of a sample of general education teachers, comments regarding the implementation, and suggestions for making the…

Developed by the staff of the Albuquerque Integration Model (Project AIM Outreach), the guidelines present a framework for organizing and conducting an integrated classroom for handicapped and nonhandicapped preschoolers. AIM is reviewed in terms of its conception of placement along a continuum of less restrictive environments. Guidelines center…

A planning and decision making process to facilitate research dissemination is illustrated with the example of a research project to study techniques for helping young handicapped children make the transition successfully from a special preschool to a public school kindergarten. General guidelines for planning dissemination are listed. Major…

The paper is designed to help managers of mainstreamed programs set up intensive staff training courses on mainstreaming. A brief analytic survey of the literature is followed by a discussion of practical applications of mainstreaming (including philosophy, curriculum, support services, and evaluation). The remainder of the paper reviews…

Elementary special education teachers can enhance the transition of handicapped students into mainstreamed classes by careful planning and preparation of the regular class teachers, nonhandicapped students themselves. Followup communication with the regular class teacher must be maintained. (CL)

Strategies are presented for overcoming three common inservice problems regarding mainstreaming: perceived need for inservice by educators and policymakers versus limited funding available; perceived need for inservice for mainstreaming versus competing community priorities; and stated need for inservice versus natural obstacles presented by staff…

The author suggests that the systems approach used in industrial management can help in the planning of special centers for handicaped students in regular schools. Special centers are considered in terms of their growth, benefits, and as a system development. (SB)

Physical education teachers can establish successful therapeutic exercise programs for mainstreamed handicapped students by involving peer helpers in a carefully designed program. (CL)

Based on data from four successful high school Experience Based Career Education (EBCE) programs, the document considers the problems that staff might encounter in incorporating handicapped students in EBCE, presents alternative strategies for solving these problems, and provides the basis for implementing EBCE programs that would serve…

This paper presents five systematic phases for bringing about successful regular education inclusion of students with severe disabilities. Phases include develop networks within the community, assess school and community resources, review strategies for integration, install strategies that lead to integration, and develop a system of feedback and…

The paper describes issues in integrating handicapped children into early childhood education programs. Experiences of the Northwest Center Infant and Toddler Program (Seattle, Washington) are noted to illustrate philosophical considerations (particularly the isolation of handicapped children) and program planning and development issues. Beginning…

The responsibilities and duties of administrators in special education are examined, particularly with regard to mainstreaming. Knowledge of disabilities, educational trends, and specific agencies and community services is necessary as well as an understanding of the legal requirements of P.L. 94-142 (The Education for All Handicapped Children…

Problems in implementation and practice of a whole-school approach to integration which features transposing regular and special educators are cited, and seven phases for carrying out such a scheme are described. (CL)