The author reviews findings from a four-year study of mainstreaming programs, notes complaints of regular classroom teachers, describes successful approaches to promote integration, and discusses a range of mainstreaming models from informal "deals" between teachers to unconditional mainstreaming. (CL)

The article examines the research used to support the Regular Education Initiative, especially the literature on the efficacy of special education and studies examining the Adaptive Learning Environments Model, a mainstreaming program. The support provided by these lines of research, however, is seen to be minimal. (Author/DB)

The paper questions whether the school consultation model which provides services to learning disabled students has a sound theoretical base. Included are an examination of 10 different models of consultation and their relationship to theory and a review of studies on facilitating the mainstreaming of learning disabled and other low achieving…

While the regular education initiative (also called regular education/special education initiative) has merit, the powerful complexities and dimensions inherent in the changes that are called for must be acknowledged. Excerpts from statements by teacher educators, Education Department officials, researchers, and national associations reflect the…

Types of training considered include selecting target behaviors which are likely to be maintained by natural consequences, promoting self-management skills, and extending stimulus control through creating similarities between the special and regular class settings and matching the regular class reinforcement frequency in the special class. (DB)

This article discusses the relation between instruction prescribed by standardized commercial curricula and reading achievement of mainstreamed students with learning disabilities. An instructional template for use with these curricula is described and its results examined. Limitations of generic instructional procedures adapting mainstream…

German practices in the field of learning disabilities are described in the context of their historical formation and definitional implications. Educational practices and emerging trends such as new functional categories, provision of support services in integrated settings, individualized instruction, and independent study are considered. (DB)