The article describes 26 audiovisual materials appropriate for inservice training for regular teachers involved in mainstreaming handicapped children. Summaries typically include title, source, format, time length, and a description. (DB)

The author presents guidelines developed from a teacher in-service training program in San Antonio (Texas) designed to instruct regular education teachers in specialized methods, curricula and materials, and management techniques for use with integrated handicapped students. (SBH)

The reintegration of handicapped students into mainstreamed classes is discussed. (Author/PHR)

Resource teachers can help learning disabled students generalize skills to a mainstream setting with three types of procedures: transfer activities; self control procedures (in which a behavior contract is developed and contingencies for self reinforcement are specified); and cooperative planning (in which resource teachers and regular teachers…

The author offers guidelines for ascertaining which instructional materials will best meet the needs of handicapped students. Commercially produced and teacher developed materials particularly useful for integrating handicapped students into regular classes are listed. Information on each material includes title, publisher, and a brief…

The article provides specific accommodations considered as reasonable for regular teachers to make for handicapped students with organizational problems in mainstream classes. Accommodations are listed that apply to all subject areas and that apply to the specific subject areas of reading/literature, spelling/writing, math, and social…

Methods for dealing with classroom behavior problems of handicapped students in mainstream classes should follow the principle of least intensive intervention. Specific strategies for reducing undesirable behavior (planned ignoring, stating expectations, signaling) and increasing desirable behaviors (modeling, structuring the situation, positive…

Teaching social skills to mainstreamed handicapped children can be accomplished by prompting, praising, using graduated guidance, and capitalizing on incidental teaching. (CL)

The article describes possible adaptations of standard audiovisual equipment (overhead projectors, videotapes, tape recorders, graphic materials and bulletin boards) for use in teaching mainstreamed handicapped students. (CL)

The authors describe a process, a social integration program, for promoting social development of autistic children which brings normal peers (second and third graders) to the special setting. Steps for planning the play session are given and guidelines for play session structure are offered. (SBH)

The article provides special educators an approach for consulting with elementary school teachers faced with mainstreaming. Materials included in a teacher consultation packet are described and a strategy for conducting consultation is offered. (SBH)

The Oak Park and River Forest High School (Oak Park, Illinois) Behavior Disordered Program Continuum has attempted mainstreaming of behavior-disordered students in a systematic, gradual manner. This paper describes the program, defines the role of support personnel and the unique role of the mainstream facilitator, and presents mainstreaming…

Regular class teachers are offered general suggestions about placement of mainstreamed students as well as about classroom management. Approaches include ensuring the student's daily success and developing a system of communication. (CL)

The article describes a successful consultative approach based on the use of heterogeneous cooperative learning groups with special students in the regular secondary classroom. Significant improvement in classroom behaviors, social attitudes, and math achievement was noted. (CL)

The authors provide information on how school personnel can help provide both opportunities for intergroup relationships and strategies for creating rewarding social interactions between severely handicapped and nonhandicapped students. (SW)