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

This series of articles focuses on the provision of special recreation services in the community for a variety of populations including the elderly, latch-key kids, cardiac patients, physically and mentally disturbed children, adolescents, adults, juveniles, and the multihandicapped. The quest for "recreation for all" on a national level requires…

Numerous reasons exist for using a classroom-community model with severely/profoundly handicapped youth, including skill generalization, reinforcer sampling, awareness by nonhandicapped people, appropriate role models in the community, elevated teacher expectations, parent expectations, demonstrations of competence by students, and facilitating…

The article presents a report, based on a five-month visit, of vocational integration of persons with mental handicaps in five Western European countries: Denmark, Great Britain, Italy, Switzerland, and West Germany. (DB)

The author recounts the transition in Norway from a system with specialized professionals in unique settings to a generically based system dealing with handicapped populations under general programs. Both positive and negative observations are offered, as well as recommendations for combining special services by trained professionals with the…

The basic components of PL 94-142, which provides for free, appropriate education for all children, regardless of handicapping condition, are summarized and the resulting responsibilities and opportunities for school nurses are outlined. (JMF)

A model program for providing recreational and leisure services to special populations within the school system is described. (JMF)

The component parts of a continuum of services needed for the deaf blind individual to function in the least restrictive environment are discussed. The need for both public and private interagency cooperation for the service delivery system to be effective is cited. (PHR)

This case study of one resource program describes structures and techniques used in the regular classroom, playground, lunchroom, and resource room to help in mainstreaming handicapped students. In four years this program saw a 42 percent reduction in students classified as handicapped, although school enrollment grew by almost 38 percent.…

The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…

Describes the mainstreaming efforts of the Madison (Wisconsin) School District, where every moderately and severely retarded student is instructed in four curricular areas: vocational, community, leisure recreational, and domestic. (LRA)

The article identifies two data collection procedures (participant observation and interviewing) employed in qualitative research and discusses how these procedures can be used to investigate emerging issues in supported education for students with severe disabilities. (DB)

The article describes a program at Connahs Quay High School in Wales (United Kingdom) which integrates 18 moderately disabled students and about 100 mildly disabled students into the regular school program. The support system includes a special needs coordinator, liaison with primary schools, and an active role by the school psychologist. (DB)

The article presents findings of a study of integration of students with special needs in Australian schools. Considered are the philosophical, legislative, and policy bases; administrative organization; and funding structures from which the implementation of policy is proceeding. Differences and commonalities among Australian states are…

A program to provide physiotherapy to mainstreamed physically handicapped English school children (from preschool through high school) is described. Begun in 1978, the once a week service has increased the independence of the children served and brought a better understanding of the handicapped students' capabilities to their teachers. (PHR)