The document presents the final report of a national study to evaluate the process by which handicapped children were mainstreamed in Head Start programs. Findings related to the following areas of investigation are presented: placement of handicapped children after leaving Head Start, Head Start's role in establishing the new placement, Head…

Designed for Vocational Resource Educators (VRE) in Missouri, this guide contains basic information to aid VRE in helping handicapped students succeed in vocational education programs. The handbook is structured according to the eight goals for VRE, which define their major roles and responsibilities: to develop a communication network, to…

This handbook is designed to serve as a guide for vocational resource educators (VREs) in Missouri. It contains basic information that is helpful to VREs as they work with students with disabilities in vocational education programs. It begins with a discussion of the role of the VRE, a nonteaching position. The following section summarizes…

Several issues must be addressed in the process of developing inclusive education in China. This paper reveals that the relevant stakeholders should deal carefully with the relations between universalization and quality enhancement, "learning in a regular classroom" (LRC), and the physical and psychological development of the students.…

The report presents findings of the second and third year of a study of the Less Restrictive Placement Personnel Training (LRP) program, designed to develop materials and training to increase the number of students mainstreamed into general education. In the final 2 years of the 3-year program, LRP expanded to include all special education regions…

The final report details results of the Albuquerque Integration Outreach Project, designed to increase awareness about serving young handicapped children in mainstream settings. The performance section presents data on seven project objectives, including developing a project brochure, conducting awareness workshops, disseminating research results…

Thirty-five studies on the efficacy of special class versus regular class placement for mildly handicapped students were reviewed for the power of their statistical tests. Twenty-one studies had adequate power to detect a large effect size but the power to detect a medium effect size was no better than chance. (Author/DB)

Recommendations are offered to parents who wish to ensure an appropriate school placement for a deaf or hard of hearing child. A table lists 30 recommended standards to facilitate full inclusion and the associated actions that parents can take to ensure compliance with these standards. (DB)

Investigated with a follow-up study of successful reintegration into regular classes in the Toronto system was the success of two special programs for elementary level students who were identified as having learning disabilities presumed to be organic, or whose learning disabilities were primarily emotional or behavioral in origin. The initial…

Five articles highlight issues concerning special needs students in vocational agriculture education. The authors discuss the decision to place exceptional students in vocational agriculture classes; helping the handicapped student adjust in vocational agriculture; teacher education for special needs students at Penn State; and innovations in…

Interviews, record reviews, student follow-up, achievement tests, survey instruments, and observation were used to gather data for the 1986/87 evaluation of the Topeka (Kansas) Educable Mentally Handicapped (EMH) Program. Strengths of the program were identified and included: a dedicated, well-trained staff; a good special education/regular…

The paper examines issues involving the implementation of P.L. 94-142, The Education for All Handicapped Children Act, with minority group students. A critique of studies on minority concerns is presented, and such assessment issues as technical problems and the implications of ability grouping for minorities, are explored. Considerations in…

The final report discusses achievements of a 3 year project to demonstrate the feasibility and effectiveness of integrating young handicapped children into existing early childhood programs. The project is conceptualized from a socioecological model, operationalized as a technical assistance support system, and located within an interdisciplinary…

The evaluation of the influence of bias upon the referral, evaluation and placement (REP) process of placing handicapped children in special education programs was discussed. The representativeness of children referred for Committees on the Handicapped (COH) evaluation; social-demographic and administrative variables related to referral rates at…