As the country quickly builds its efforts to enhance quality in early education and care classrooms, states are implementing Quality Rating and Improvement Systems (QRIS) to recognize and improve the quality of programs. QRIS also provides technical support and increased financial benefits for participating programs to attain higher levels of…

This study discusses the results of a collaborative action research project in a multi-disciplinary school for children with disabilities. The aim was to alter practices and views of the professionals concerned in order to promote the inclusion of four children in mainstream schools. Three interrelated programmes were designed and implemented over…

To ensure the best possible outcomes for young children with and without disabilities, early childhood educators must enter the classroom ready to conduct all types of early childhood assessment--including determining if children need additional services, planning and monitoring instruction, and determining program effectiveness. They'll get the…

The development and operation of a successful volunteer program to assist in mainstreaming special education elementary students are traced. Recruitment, orientation, role responsibilities, and evaluation of the volunteers are discussed. (CL)

The second of three booklets developed by Project MAY (Mainstreaming Activities for Youth) is intended to aid youth serving agency personnel in planning, organizing, and implementing the mainstreaming of handicapped youth into regular programs. Eight steps in a planning/program development model are explained: describing the present program,…

Some specific guidelines and procedures for developing and implementing successful mainstreaming programs are provided. Factors discussed include: developing criteria for mainstreaming; preparing handicapped students; preparing nonhandicapped students; promoting communication among educators; evaluating student progress; and providing inservice…

The author suggests that the most effective method of serving mainstreamed secondary level disabled students is through a comprehensive support system delivered by direct involvement of special needs teachers in the mainstreamed classes. (CL)

A three-tiered approach to help teachers develop a meaningful mainstreaming program begins with the development of self-esteem in each student. Cross-age tutoring, the second tier, can enhance learning of nonhandicapped and handicapped students. The final tier focuses on information and support needs of the staff. (CL)

One of a series of case studies on mainstreaming programs, the report describes a pre-kindergarten program serving disabled children. Interviews with program participants and classroom observations focus on the total learning environment and the experience of five mainstreamed children. Initial comments address the program's physical setting and…

The bibliography of 90 items lists books and journal articles for professionals and parents on the topic of integration of early intervention programs. The list encompasses publications on program models, parental expectations, financial concerns, effects on development of handicapped and nonhandicapped children, social behavior, and educational…

A science and life program developed for mainstreamed secondary students is based on commercially available modules on such topics as pregnancy and fetal development, automobile safety, and heart disease. The program features cooperative group activities, peer tutoring, and ongoing evaluation. (CL)

This essay describes the setting up of early intervention services in Vietnam. From the outset, there was a focus on developing staff training programmes alongside establishing model early intervention programmes to ensure that the work would be sustained at the end of the project funding and spread throughout the country. The success of this work…

The report describes a collaborative effort to develop an inservice training package for regular teachers working with handicapped students. The effort drew upon work of the local education agencies (LEAs), an institution of higher education, and a regional education service center. The development of the training package is described. Two field…

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)

Developed by the staff of the Albuquerque Integration Model (Project AIM Outreach), the guidelines present a framework for organizing and conducting an integrated classroom for handicapped and nonhandicapped preschoolers. AIM is reviewed in terms of its conception of placement along a continuum of less restrictive environments. Guidelines center…