The article examines misconceptions regarding learning assistance, a term referring to financial support given to school systems to help them develop noncategorical services for mildly handicapped students. Confusion between this term and learning disabilities is noted. (CL)

Reasons why visually impaired children have been integrated into the public schools are reviewed. (SBH)

The study analyzed change in attitudes of elementary students and teachers following the integration of multiply disabled students. An attempt was made to explore shifts in attitude toward such students through a standardized questionnaire and videotaped segments of actual students with multiple disabilities. Results indicated no specific changes…

Research on teacher attitudes toward exceptional children is examined in relation to acceptance-rejection issues, underlying dimensions of attitude formation, and attempts at attitude modification. (Author/CL)

The article surveys the position of Canadian teachers' federations regarding special education. (SB)

The concept of mainstreaming and delivery of services is briefly examined from a principal's perspective. The characteristics which shape a principal's effectiveness are listed and research is cited to show that principals want more responsibility than they now have. Principals are urged to share their mainstreaming experiences with others.…

In an examination of a school-based program to develop creative thinking skills of gifted children in the beginning intermediate grades, few differences were found in curricular achievement between gifted children in segregated homogeneous classes and in hetergeneous classes. (Author/CL)

A variety of integration programs are available for mainstreaming hearing impaired children into the regular classroom. (Author/SBH)

A review cites 16 studies (1976-82) on placement of trainable (moderately) mentally retarded children in preschool, elementary, and secondary levels. Among conclusions drawn are that TMR integration is more frequent at preschool elementary than at secondary levels, and that it is largely restricted to less structured settings. (CL)

The study involving six developmentally disabled children (four and five years old) investigated the effectiveness of peer modeling. A peer or friend from the same regular classroom was selected for each child for tutoring on a sessional basis in a multipurpose center. (Author/SB)

The article reviews efforts of the Campbell River, British Columbia, school district to integrate behavior-disordered secondary students into regular school programs served under the Rehabilitation Resource program. (DB)

The authors, asserting that proponents of integration have often built their arguments on mistaken assumptions, proceed to discuss these assumptions with regard to emotionally disturbed/behavior disordered children and present arguments for segregation and an appropriate procedure for reintegration. (Author)

The article reviews mainstreaming models and describes results of questionnaires completed by 36 Ontario districts (large, medium, and small school boards) regarding service delivery models to implement mainstreaming. Results revealed increased integration of exceptional children and general support for the philosophy of Bill 82, Ontario's special…

The paper reviews recent major policy and legal changes in the United States concerning programs for handicapped students, with emphasis on the "least restrictive environment" principle. A set of ten "clusters of capability" is proposed to define some of the new or enlarged areas of responsibility of regular teachers. (Author)

The article focuses on the integration of the visually impaired and hearing impaired children in the normal preschool setting in Hong Kong. Included is a description of techniques which can be utilized in the activities of the preschool setting. (Author)