Questions and answers concerning handicapped children in the schools are presented. (MM)

The paper focuses on various questions related to early intervention and education of delayed, disabled, and otherwise impaired children in integrated preschool and day care settings. Some areas of research are suggested. (Author/SBH)

An educator who is also the mother of a handicapped student recounts the difference mainstreaming made in the life of her child. (IRT)

The extent of mainstreaming likely to result from the Education of All Handicapped Children Act and ways of preparing for it are explained. Available from: Allen Raymond, Inc., P.O. Box 1223, Darien, Connecticut 06820. (GW)

One year has passed since the legislation mandating "mainstreaming" was enacted. Individual school districts have interpreted the laws for their own needs and have set up programs based on those needs. Although programs for the handicapped youths have increased, so has the isolation and segregation that permeated the sparsely existing…

Presents important concepts behind Public Law 94-142, including (1) individualized attention for each handicapped child, (2) freedom from erroneous classification, (3) parental involvement in the process, and (4) exposure of handicapped and nonhandicapped children to one another. (CMV)

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 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)

The discussion of educating handicapped children without special classes emphasizes the importance of looking at the educational process in socio-psychological terms. Referred to are some of the unsuccessful results of segregating students, such as achievement of similar or smaller academic gains, perpetuation of much of the mild mental…

The investigation to determine teacher attitudes toward regular class placement for handicapped children included an opinionnaire, eight personal contacts with teachers, and four observations. Results indicated that every teacher answering the opinionnaire agreed that class progress was not impeded by presence of the handicapped student. The…

Guidelines are provided for the teacher who has a blind student in the class. (JD)

Specific suggestions are made to help a teacher communicate successfully with a deaf child. (JD)

Describes the experiences of a blind sixth grade boy who has been in regular classes since kindergarten. Briefly discusses things that his parents and school personnel have done to help him adjust to his handicap and function as a typical child. (JMB)

President Carter's approach to financial management is discussed as it applies to the trend of returning greater numbers of exceptional children to the instructional mainstream. (SBH)