Examination of parental attributions of exceptionality within a mainstreamed classroom revealed differences in rank ordering of seven categories of exceptionalities. The category of emotionally disturbed was considered least desirable. (CL)

A comparison of tenth graders who identified themselves as learning disabled and their non-LD peers suggested that the LD group was older, had a disproportionately high representation of Blacks and Hispanics and an underrepresentation of Whites, and reported more secondary handicaps than the non-LD cohort. (CL)

A review of grading issues, philosophies, and recommendations is provided with implications and specific suggestions for grading mainstreamed handicapped pupils at the secondary level. A position statement related to grading secondary mainstreamed handicapped pupils concludes the paper. The need for a fair and clear grading system for all pupils…

Forty-two administrators surveyed regarding their attitudes to mainstreaming revealed that approximately 30 percent supported the special class model as the best placement for handicapped children, although approximately 75 percent believed that normally developing children profit from contact with handicapped children. (CL)

The paper summarizes two studies on Team Assisted Instruction (TAI), combining cooperative learning and individualized instruction to accommodate the social and academic needs of mainstreamed academically handicapped students and their nonhandicapped classmates. TAI improved social and academic behavior, and in one study, increased mathematics…

Practices of 43 states were surveyed to identify policy patterns characterized as integrative or nonintegrative. Integrative policy patterns had fewer categories of handicaps, more college-based training programs for teachers of severely handicapped students, and teacher certification standards which require regular educators to have some special…

In two studies regular elementary classroom teachers were observed as they interacted with (1) nonhandicapped high achievers, (2) nonhandicapped low achievers, and (3) mildly handicapped students. It was concluded that, despite varied student-teacher interaction, there is no strong evidence that general preferential treatment is consistently…

A six-point rationale for assessing mainstream learning environments in order to facilitate placement of mildly and moderately handicapped students is presented. Indicators of learning environment assessments include substantive modifications, more typical modifications, and curriculum anomalies in the local setting. (Author/DB)

Reanalysis of data from a study of the activities of 59 regular elementary students vis-a-vis the Individualized Education Program process and mainstreaming of handicapped students examined practices in which nonhandicapped students were regularly sent to special education classrooms for reasons including instruction and social integration. (CL)

Comparison of behavior ratings of resource room (N=3) and regular (N=17) teachers of 29 elementary grade handicapped students found that regular teachers rated students as significantly more maladjusted than did resource room teachers. Correlations between the two sets of ratings were in the moderate range. (Author/DB)

Five historical stages are identified in analysis of placement efficacy for mildly retarded students: (1) birth of the efficacy question, (2) tremendous growth in special classes, (3) move to abolish such classes, (4) search for alternatives along the continuum of services, and (5) recent re-analysis of appropriate placements. Research is…

Regular and special educators from New York (a labeling state) and Massachusetts (a nonlabeling state) completed a measure of mainstreaming attitudes and special placement knowledge. Among results were that teachers were very consistent in their educational placements and that regular educators consistently chose more normalized settings then…

The article reports results of a study on the Adaptive Learning Environment designed to integrate moderately handicapped students in regular classes on a full-time basis. Data supported the ALEM as a feasible and effective approach and identified significant reading and math achievement gains for regular and special education students. (CL)

Parents (N=41) of special education students and parents (N=93) of general education students whose children were placed in integrated elementary classrooms were surveyed. Both groups of parents were equally satisfied with the integrated option, and parents' satisfaction levels either held constant or improved after several months with the…

Integrations and segregation of handicapped students are discussed in conjunction with shortcomings of Public Law 94-142. Problems in measurement of social acceptance are presented, and sociometric status of various handicapped populations in regular classrooms is reviewed. Because exceptional children are typically unpopular among regular class…