Children labeled neurologically handicapped subsequent to psychological and medical evaluation were exposed to treatments: (1) placement in a self-contained classroom; (2) retention in a regular class with help from tutors; (3) retention in a regular class with no extra help. Effects on academic achievement and visual-motor functioning showed no…

Comments on the growth of mainstreaming, research on placement of special children, and characteristics of a successfully mainstreamed classroom. (BF/JH)

The philosophy of mainstreaming all students must include the teacher's understanding of the nature of the student's learning problem. The teacher needs specific suggestions concerning alternative methods from which each individual can profit. (Author/MLF)

The article critiques some of the flaws of mainstreaming, such as grade-level curriculum demands, reporting systems, standardized tests, teacher training, and the individualization of instruction. (Author/SBH)

Available from: Teacher Education and Special Education, The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. The article focuses on the preparation of regular teachers to deal with mildly learning disabled and behavior problem children. (CL)

Rapid changes in the field of regular and special education have increased the urgency of supplying relevant inservice teacher training programs to help regular teachers serve an increased number of exceptional children in their classrooms. (DB)

Presents an approach to developing acceptance of handicapped students in a mainstreaming situation by staff and normal students. Planning should be developed prior to the handicapped child's entrance into a regular classroom. Handicapped learner labels should be avoided. Counselors should provide leadership in this endeavor. (Author/BEF)

Describes the rationale and techniques of a therapy program designed to keep children with behavior and learning problems in regular classrooms for part of the school day. (BRT)

The paper reviews selected research findings relative to the social acceptance/rejection and self-concept of handicapped students in regular classroom environments. Studies are limited to those involving educable mentally retarded, learning disabled, or behaviorally disordered children. (SBH)

An in-service model for mainstreaming mildly handicapped children is described which combines competitive, accommodative, and problem solving approaches. (CL)

Described is a project in which 60 educable mentally handicapped (EMH) and 30 educationally Handicapped (EH) students were placed in regular classes and provided with individually prescribed programs based on daily assessment and prescription by a resource teacher. Information is provided on the California school district implementing the project…

Discussed is the development of the Educational Resources Center Model, a mainstreamed support services program for mildly handicapped (emotionally handicapped, physically handicapped, educable mentally retarded, or severely learning disabled) children in Jackson County, Oregon. Explained are the model's six components: a mainstreaming…

This handbook offers guidance to parents and staff in developing day care programs which include handicapped children. In Section 1 of the handbook, terms commonly used to describe disabilities are defined. Section 2 presents a picture of the current situation in New York City regarding attitudes toward handicapped children and options for their…

The Instructional Model Program for All Children and Teachers (IMPACT) in Berrien County, Michigan, has a dual purpose of training teachers and providing aid to handicapped students through regular class placement, or mainstreaming. The goal of the project is to develop and implement a flexible instructional model by training teachers in the use…