The article discusses general classroom management suggestions to help the learning disabled student achieve in the regular classroom. Suggestions address aspects of orientation/organization, physical environment, directions, instruction, memory, assignments, worksheets, and evaluation. (CL)

To succeed in moving into regular class settings, learning disabled and other handicapped students must acquire generalization strategies. Approaches to aid generalization include verbal or written instructions, feedback, reteaching and positive practice, rewards or contracts, and peer cooperation. (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)

A model is described which provides a smooth transition from the resource room to the regular classroom for mildly handicapped students. The model, particularly appropriate for secondary students, emphasizes teamwork by having a special education teacher work in the mainstream classroom on a regular basis. (CL)

Recommendations for adapting instruction for learning disabled high schoolers can be made to regular teachers according to a four-part format: frequently observed instructional modifications, difficulty factors based on an average of a sample of general education teachers, comments regarding the implementation, and suggestions for making the…

A transitional English class proved successful in helping learning disabled high school students reenter the mainstream. The class featured team teaching, variable grouping, and individualized grading criteria for such class activities as interviewing and writing. (CL)

The article outlines and illustrates some methods a classroom teacher can use to modify final exams to better meet the needs of mainstreamed secondary learning disabled students. (SB)

Among six reasons cited for advocating caution in mainstreaming learning disabled students are lowered self concepts in mainstreamed students due to competition with their normal peers, lack of individual attention, and inadequate teacher preparation. (CL)

Stigmatizing effects of special education can be minimized by careful management of the physical environment, replication of the mainstream program wherever and whenever possible, and inter-class visitations to foster interaction. (CL)

An interview with L. Lieberman, a teacher educator and author, touches on such topics as departmentalization at the secondary and elementary level, the use of triple level tests to allow students to stay in mainstreamed settings, and the importance of emphasizing skill development rather than subject matter instruction in secondary resource rooms.…

The resource teacher's role as a consultant for learning disabled children in the regular classroom requires the skill of consultation which includes establishment of a contract, a working alliance, and a communications system between the resource teacher and the regular teacher as well as criteria for evaluation and termination. (DB)

A learning disabilities group teacher in elementary school describes how she improved relations with regular class students and teachers by bringing her group to the other classes to perform science experiments. (SBH)

A model depicting teacher-to-teacher communication can serve as a guide for special class teachers to systematize and streamline communication with regular teachers of mainstreamed learning disabled students. (CL)

The article lists sources of assistance and teaching strategies used by 71 secondary classroom teachers perceived by teachers of learning disabled students as highly effective teachers for that population. Sources and strategies cover 10 academic disciplines: business, home economics, industrial arts, mathematics, English, music, physical…

Placing socially rejected handicapped students with popular nonhandicapped students for cooperative nonacademic tasks is one approach to easing handicapped students' transition into the mainstreamed classroom. Teachers can group children according to sociometric techniques. (CL)