A case study is presented of a girl (age six) with multiple disabilities including moderate to severe mental retardation who was fully included in a regular first-grade classroom. The experience indicated that students with multiple disabilities can learn to follow classroom routines, follow directions, acquire new skills, and improve their…

A token reinforcement program was successful not only in promoting positive behavior changes in a mainstreamed behavior problem second grader but also in creating attitude changes in her regular class teachers. Findings suggest that positive commitments to mainstreaming were related to the teacher's effectiveness in improving students'…

A procedure involving repeated readings of the same passage combined with the programing evaluation procedure caused 16 learning-disabled secondary students' reading attitudes to change significantly. Feedback to the student was provided by charting the record of faster times and number of word errors. (SBH)

Evaluation of Count Me In, a disability awareness program presented in schools by parents of disabled children, revealed consistently positive and substantial attitude changes in nondisabled students and increased teacher ability to deal with the social and emotional effects of mainstreaming. (CL)

This article discusses what the term "outcomes" encompasses at the national, state, district, and building or classroom level, and provides descriptions of current and proposed strategies for establishing standards and assessing the educational outcomes of students with disabilities. Personal perspectives from national, state, and local educators…