Schedules of 844 mildly handicapped elementary school students were analyzed to describe the degree of appropriateness of mainstreaming practices. School variables were then investigated in relation to appropriate scheduling. Data analysis revealed that very few students had appropriate mainstreaming schedules but that "good" scheduling was found…

The two-part paper describes the PASS (Program Analysis of Service Service Systems) evaluation method and its use in assessing a local school district federally funded project for mainstreaming elementary-level handicapped children. It is explained that PASS is an approach based on normalization and accountability principles applicable to a…

The Education for All Handicapped Children Act (P.L. 94-142) has called for a national commitment to educating the handicapped. An earlier article (EJ 163 681) described this law and many of its ramifications. Teachers were also asked to share their experiences with mainstreaming. Here are some of their responses. (Editor/RK)

The practicum report documents the development of a mainstreamed reading program for exceptional children in grades 2-4, and describes its pilot testing with 22 second grade, 21 third grade, and 21 fourth grade students. The specific process and terminal goals of the practicum are presented. The reading program is explained to have included…

The final report (1974-75) of Project FAST (Functional Analysis Systems Training) contains objectives and evaluation data of the Essexville-Hampton (Michigan) program which is designed to provide efficient educational and support services to learning disordered children and their regular elementary teachers. The first part contains an introduction…

During the 1992-93 school year, Billings School District #2 implemented full inclusion of students with disabilities at Garfield Elementary. A Regular Education Initiative Committee of district administrators, teachers, board members, parents, community representatives, and Eastern Montana College faculty met on a regular basis to study the…

Described is the role of the Center for Innovation in Teaching the Handicapped (CITH) in Project PRIME (Programmed Reentry into Mainstream Education), which attempted to assess the efficacy of mainstreaming for 1,035 emotionally disturbed, educable mentally retarded, and language/learning disabled Texas pupils in grades 3-5. The behavior…

No significant differences in language skills, social maturity, or self-concept were found for 36 trainable mentally retarded (TMR) elementary students placed in a semi-integrated school environment and 36 TMR Ss in a nonintegrated setting. Concerns regarding assessment of TMR children were noted. (CL)

Evaluated was the program, which followed the resource room model, to provide supplementary individual and small group instruction to 360 mainstreamed children (in grades k-6) diagnosed as neurologically impaired. Aside from providing direct instructional services, program teachers consulted with regular class teachers about problems for students…

The article presents evaluation data on Project RETAP (Regular Education Teachers and Principals), an inservice program focusing on competencies for successful mainstreaming of mildly handicapped students. Findings are reported in terms of teacher and student outcomes based on participation by 25 kindergarten through sixth grade teachers. (CL)

Examined effects of multicomponent, participatory school reform process by measuring teachers' perceptions, remedial and special education student achievement, teachers' ratings of student behavior in 12 experimental schools and 10 control schools. Found reform program resulted in positive teacher attitudes toward change process, in new approaches…

Presented is the annual evaluation report on the Instructional Model Program for All Children and Teachers (IMPACT), a project for training both regular classroom teachers and special education teachers of students in grades k through 8 to alter the educational environment, thus enabling many handicapped children to be served as they are…

This practicum involved the development and implementation of a multimodal inservice program for six elementary classroom teachers (representing each grade level) who indicated high frustration levels due to lack of significant knowledge of Attention Deficit Disorders (ADD). The 12-week inservice included lectures, guest speakers, audiotapes and…

Investigated with a follow-up study of successful reintegration into regular classes in the Toronto system was the success of two special programs for elementary level students who were identified as having learning disabilities presumed to be organic, or whose learning disabilities were primarily emotional or behavioral in origin. The initial…

Provided is an evaluation report of a special education program in New York City designed to improve the reading and arithmetic skills of brain-injured children in mainstream classes (grades 1 through 8). An assessment of the extent to which participants improved in reading and mathematics and a study of the extent to which the actual program…