Students with significant disabilities often attend general education (mainstream) classrooms, yet they are not receiving adequate support to experience full school participation. This qualitative case study was conducted to explore how key intrinsic (i.e. personal skills and abilities) and extrinsic (i.e. environmental) factors influence the…

This study focuses on companionship, intimacy, and support of reciprocated friendships of students with autism spectrum disorders (ASD), students with motor and/or sensory disabilities, and typically developing students with their classmates at the start of mainstream secondary school. The study included 1379 typically developing students, 65…

Students and teachers at a middle school show that they can not only help a physically handicapped student adjust to his school environment but also become as much a part of the student body as any other student. (RK)

Various data on the 397 participants who identified themselves as orthopedically handicapped in the national "High School and Beyond" study were compared to data on nonorthopedically handicapped participants. Findings, and speculations regarding them, are offered. (Author/MT)

Five handicapping conditions--emotional disturbance, visual impairment, mental retardation, hearing impairment, and physical disability--are discussed in terms of definition, range of impairment, and daily school management. The summaries are designed to be of practical help to the regular class teachers involved with mainstreamed students. (CL)

One of five booklets designed to help vocational education teachers and administrators relate more effectively to handicapped students in their classrooms, this booklet discusses the labeling dilemma to stress that the information presented is very general; general traits are outlined to characterize a group. In addition, the distinction between a…

The document consists of six issues of the "PRISE (Pennsylvania Resources and Information Center for Special Education) Reporter" which cover issues and happenings in the education of the mentally retarded, learning disabled, emotionally disturbed, physically handicapped, visually handicapped, and speech/hearing impaired. Lead articles include the…

This guidebook is intended to provide teachers with basic information on special education legislation and definitions of a wide variety of specific physical and mental disabilities. The first chapter focuses on what educators need to know about Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act.…

A survey of 188 general education teachers' attitudes toward including students with disabilities identified hostility/receptivity and anxiety/calmness dimensions. Teacher attributes and beliefs, student characteristics, and school climate were related to both dimensions. Receptivity toward inclusion was associated with higher teacher efficacy,…

Intended for regular education teachers of mainstreamed handicapped students, the booklet offers nontechnical information about dealing with children who have a variety of disabilities. A brief introduction traces the evolution of society's attitudes and school practices involving handicapped students. The second unit contains definitions,…

Because the issues of time, numbers, curriculum, and evaluation seem to confound effective mainstreaming at the secondary school level, they are the primary areas teachers must reassess in their own classrooms. Suggestions are made in this monograph about ways in which regular classroom teachers may cope effectively with handicapped students. A…

The booklet is intended to provide regular class elementary and early childhood teachers with basic information about types of handicaps and teaching strategies to use with exceptional children. An initial section considers the nature of handicaps and the degree of severity of conditions. Reviewed are the following types of exceptionalities:…

Materials contained in this curriculum guide were developed to provide both regular and special education instructors at the elementary school level as well as elementary school industrial arts consultants with some understanding of how industrial arts activities can be used to enrich the elementary school program. Discussion covers a definition…

This book is designed to help classroom teachers identify and plan for gifted children from special populations. It examines ways in which teachers can help these students reach their potential. The first section of the book, "Background for Changing the Present Educational Paradigm," includes chapters that discuss reasons for the failure to…