The report summarizes the findings and conclusions from the second and final year of an evaluation of Head Start's efforts to serve handicapped children. It is explained that baseline and posttest data were collected on 391 handicapped Head Start students, 321 handicapped children in non-Head Start preschool programs, and 121 unserved handicapped…

A training package on mainstreaming was field tested with 263 regular and special class teachers and paraprofessionals. The package included a set of structured roleplays and discussion sessions designed for use by untrained workshop managers in a 2- to 3-hour workshop. It was concluded that the training materials are capable of being utilized…

The document is section four of a six part report on the assessment and treatment of deviant behavior in children. The effects of three experimental strategy were investigated to facilitate generalization of treatment effects following 2 months in a token economy classroom. Forty four subjects were assigned to one of three experimental strategies,…

The increased learning rates made by 62 learning disabled elementary students during part time placement in resource rooms were not maintained at the same level after a year of full time attendance in regular classrooms. (CL)

A 4-year research project involving 342 handicapped and 202 nonhandicapped children (in grades 1 through 6) was conducted to determine the practicality and impact of assigning special educators to support regular classroom teachers (the stratistician-generalist model). Examined were the following variables: teacher ratings of the student; student…

Described is the role of the Center for Innovation in Teaching the Handicapped (CITH) in Project PRIME (Programmed Reentry into Mainstream Education), which attempted to assess the efficacy of mainstreaming for 1,035 emotionally disturbed, educable mentally retarded, and language/learning disabled Texas pupils in grades 3-5. The behavior…

Examined were the effects of integratinq 14 trainable mentally retarded students (3-8 years old) into regular preschool programs. Nine questionnaires measuring attitudes and behavior were completed by teaching staff and parents, and anecdotal records were reviewed. Teachers showed a positive gain in attitude toward integration, where a control…

A longitudinal followup study of 88 deaf children (6-to 16-years-old) who were former students in an oral preschool program was conducted to compare the characteristics of those who went on to regular education and those in special education classes. (LS)

The study compared two groups of fourth grade special needs children differing in mainstreaming experience--one group was currently receiving more segregated instruction than they had the prior year and the other group was receiving less. Variables investigated included measures of their attitude toward school, social acceptance by regular class…

The document contains technical papers on the Pilot Models for Mainstreaming Students with Behavior Disorders project which served 124 secondary students. The first paper presents the results of a factor analysis of the Student Referral Form used in the project which revealed six basic factors (socialization, anxiety, authority, activity level,…

The historical review places mainstreaming of exceptional children in the context of special education developments since World War II and recent legislation. The period since the War is noted to have produced an expansion of special education services. Among pressures described for changing the emphasis on special class placement are the…

A peer tutoring system was used to improve the math skills of nine eighth grade students in a mainstreaming program. Ss (whose math skill deficits ranged from 3.8 to 6.6 years) met daily with peer tutors for one half hour of instruction from the Sullivan Associates Programmed Math series. Achievement rates after 3 months ranged from 4.8 months per…