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)

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 offers criteria for measuring the reasonableness of accommodations made by the regular teacher for the handicapped child in a mainstreamed setting. Examples are given for utilization of material resources for delivery of instruction, classroom organization, instructional materials adaptation/modification, and utilization of human…

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…

Analysis of progress reports on school inservice regarding mainstreaming revealed most frequently selected priority objectives (including knowledge of classroom strategies, understanding of handicapping conditions, skills for adapting methods); a variety of types of inservice activities; and more frequent use of learning activities which directly…

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…

Results of surveying 21 educators responsible for coordinating their school districts' mainstreaming programs revealed that although educators acknowledge a commitment to mainstreaming few have employed viable implementation procedures. Results suggested the need for a model of recommended policies and procedures. (DB)

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 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)

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…

Teachers may choose from one of three options in completing an individualized project as part of inservice mainstreaming training: (1) product completion, (2) creation of instructional practices/procedures, and (3) planning and conducting an inservice session. Sample summaries of each type are included. (CL)

Cognitive and affective characteristics of a successful mainstreaming teacher are reported from a sample of administrators, regular classroom teachers, and special educators. Among the characteristics noted are love for children and a concern for their needs, positive attitudes toward and knowledge of special education and mainstreaming. (CL)