The author reviews such underlying principles of mainstreaming models as assessment of the child's feelings about mainstreaming and determination of the needs and resources for mainstreaming on a building basis. Eighteen types of models, including prescriptive instruction development, peer tutoring, team teaching, pod system, and Individually…

Successful applications of the least restrictive environment principle for handicapped students were found in programs that had been established for several years, encouraged ongoing communication, provided ongoing informal training, and emphasized positive attitudes toward mainstreaming and handicapped persons. (CL)

Examples of disabled teachers are given, and their effects on the process and outcome of mainstreaming are examined. Experiences of teachers with physical, visual, hearing, and learning disabilities are cited. (CL)

The author outlines six tactics which undermine the success of programs designed to mainstream handicapped students. Among the measures pointed out is failing to include regular education teachers in special in-service workshops. (SBH)

The condition is defined, and some of its manifestations are outlined, including petit mal epilepsy, psychomotor epilepsy, and grand mal epilepsy. Constructive ways to deal with epileptic students are suggested, including specific ways to handle a seizure, should one occur. (DLS)

The article briefly highlights a few of the experiences of a commerical food preparation teacher, an auto body teacher, and a special education aide, who all work together to provide a comprehensive vocational program for mainstreamed handicapped high school students at Plano High School in Plano, Texas. (DLS)

Problems regular teachers have in providing for the handicapped student before an appropriate program or placement has been implemented are discussed. The need to provide a psychologically safe environment and accommodate any language difficulties is stressed and independent work activities are suggested. (PHR)

Ten suggestions for successful mainstreaming on a preschool level are presented. Among the suggestions included are to provide an interaction structure in some play situations, discipline handicapped the same as other children, establish realistic goals, and be honest. (PHR)

The author discusses the policies of two teacher organizations--the National Education Association (NEA) and the American Federation of Teachers (AFT)--regarding the implementation of P.L. 94-142, the Education for All Handicapped Children Act. Cautious acceptance of mainstreaming is noted and guidelines are seen to reflect both instructional and…

Three models designed to facilitate the integration of severely disabled children into community day care settings are described: the Technical Assistance Project, a consultation model; the Staff Development Preservice/Inservice Model, an approach offering training in special needs education; and the Consultation Team Model which relies on an…

The authors maintain that the concept of least restrictive alternative placement for exceptional students is frequently misunderstood and misapplied. A three phase procedure for determining which educational services are the least restrictive for a particular student is advocated. (CL)

A treasure hunt game is described as an approach for orienting mainstreamed disabled students to their new schools. Clues are supplied to help students identify roles of such school personnel as the principal, custodian, school nurse, and guidance counselor. (CL)

A management model is proposed in which the resource and classroom teachers cooperate in a structural spelling program for mainstreamed special education students. The program's design and weekly schedule are described. (CL)

The author recounts her experiences in serving as a resource person setting up a mainstreamed program for a seventh-grade girl with multiple disabilities. The need for inservice training so that all personnel involved are aware of the circumstances of the disabled student is stressed. (PHR)

The author recounts personal experiences with her severely retarded daughter and goes on to consider the principles of mainstreaming. (SBH)