The author reviews the background and development of the PAC (Parallel Alternate Curriculum) Program, designed to improve the learning of all students (including learning disabled students) by helping teachers maintain them in the mainstream classroom. Adminstrative support is cited as a key element in the program's success. (CL)

The author describes his concerns over mainstreaming, especially as the practice applies to LD students. He quotes other special educators' misgivings about mainstreaming and decries the lack of long range planning in the field. (CL)

Regular and special elementary level educators completed questionnaires on specific social skills critical for success in the mainstream setting. Three general social skill areas and 15 competencies were identified. Differences between regular and special educators and primary and intermediate level teachers were identified. (Author/CL)

Results of a study involving 14 learning disabled students show that self-monitoring procedures are readily adaptable for use by learning disabled pupils in the regular classroom setting and that using self-monitoring procedures correctly is an important variable to consider when implementing them. (Author/CL)

Regular and special educators (N=334) identified the social skill competencies necessary for successful performance in secondary mainstream settings. Competencies fell into three major areas: appropriate work habits, respect for others and their property, and ability to follow school rules. (Author/CL)

The author reviews findings from a four-year study of mainstreaming programs, notes complaints of regular classroom teachers, describes successful approaches to promote integration, and discusses a range of mainstreaming models from informal "deals" between teachers to unconditional mainstreaming. (CL)

The author reviews problems in mainstreaming exceptional children and discusses conditions necessary for success. The importance of highly individualized teaching methods and use of special instructional materials is stressed. (CL)

The teacher training program drew on the most effective techniques of special education, condensing them into a course on how to teach. The program, implemented with regular secondary teachers on a voluntary basis, provided on-site practical training with follow-up. Reflections are offered on reasons for the program's success and training models…

The article presents educators with specific strategies to consider in constructing teacher-made tests to optimize the performance of mainstreamed students. Guidelines relating to content and format of tests as well as test-taking behaviors are discussed. (Author/CL)

Data do not support the findings of previous studies on the sociometric status of handicapped children in the regular classroom; i.e., LD children would rate significantly lower in terms of popularity than their peers who are non-LD. (Author)

The author considers the future of learning disabilities, particularly in relation to mainstreaming, the perceptual deficit hypothesis, and the psychoneurology of learning. (SBH)

The roles and responsibilities of special educators and pupil personnel staff in mainstreaming handicapped students are considered. Communication with regular educators, building administrators, and ancillary personnel is stressed as special educators are advised to mainstream themselves. (CL)

The author reviews issues related to grading learning disabled students that may cause problems between special and regular education teachers. He suggests that too many regular teachers have confused and arbitrary grading policies and that a pass/fail approach may be a wiser alternative. (CL)

The sociometric standing of 42 primary-aged learning disabled students was investigated in a sparsely populated rural area where learning disabled children were mainstreamed in an elementary school in which an "open concept" delivery of services system was in operation. (Author/SBH)