An interview with university professor E. Gotts and regular education teacher K. Hargrove focuses on mainstreaming mildly handicapped students at the secondary level. (CL)

The paper reviews placement, treatment, supplementary services, and exit and follow-through procedures of a program for mainstreaming secondary students with mild to moderate behavior disorders. (CL)

The Vocational Preparation for the Handicapped Program prepares 14- and 15-year-olds for participation in regular vocational education programs and for a successful learning experience. Recommended students are evaluated to determine if they have vocational potential and, if so, are assisted in making the appropriate vocational placement. Students…

Contending that traditional grading practices victimize the mainstreamed handicapped student, this essay analyzes the uses of grades and recommends a flexible grading system based on the use of grades to assist mainstreamed students to achieve a sense of competence. (MJL)

The regulations implementing Public Law 94-142 (Education for All Handicapped Children Act) raise several concerns about their implications for the learning disabled secondary student. (PHR)

Hearing-impaired students (n=324) in grades 9-11 were administered the Adolescent-Coping Orientation for Problem Experiences. The measure was found to be valid and reliable for measuring subjects' coping skills and for assessing students' suitability for various types of educational placements. (Author/JDD)

Presents a four-phase model system of evaluation activities that are important to mainstreaming special needs learners into regular vocational and technical education programs. (Editor)

The study examined the relationship between student and teacher ratings of the interpersonal relations skills of 165 special needs students enrolled in mainstreamed secondary level vocational programs. The correlations between the student self-ratings and teacher ratings suggest there is little agreement about students' actual skill levels. (DB)

Designed to generate evaluative information to support instructional decision-making and to support administrative operations, this handbook consists of two major sections: (1) an overview of a comprehensive system for learner identification and assessment, and (2) a selection of sample resource procedures and forms that will facilitate…

The manual is designed to help administrators plan for the full spectrum of appropriate services needed in vocational education programs for handicapped students in secondary schools. Section I focuses on the functions of the program for the student with a list of components and recommended practices relating to assessment for direct service…

This study examines the curriculum, teaching practices, and evaluation methodologies used in destreamed classes in Ontario, Canada. In addition to reviewing the literature on mixed ability classes, results are reported from a questionnaire administered to 91 teachers from 18 sample secondary schools. Survey findings include: most respondents…

The contract system is made up of four parts: the actual student contract; the progress report; suggestions for accommodating special needs students in vocational and regular classrooms; and proposed guidelines for classroom teachers who have special needs students in their classes. (LRA)

The study examined three components of the initial expectations of 66 secondary vocational teachers toward mainstreamed educable mentally retarded and learning disabled children. Among findings was that presence of the labels lowered the initial academic and behavioral expectations of teachers in the sample. (SB)

THIS STUDY OF THE LITERATURE HAS AS ITS MAIN PURPOSE THE PUBLICATION OF A FUNCTIONAL TEACHING GUIDE FOR TEACHERS WITH EDUCABLE MENTALLY HANDICAPPED (EMH) STUDENTS IN REGULAR CLASSROOMS. THE GUIDE IS ORGANIZED AROUND A SERIES OF QUESTIONS--(1) WHO ARE THE EDUCABLE MENTALLY HANDICAPPED, (2) HOW CAN THEY BE IDENTIFIED AND EDUCATIONAL OBJECTIVES…

A qualitative research approach with 20 secondary vocational teachers explored issues related to grading students with special needs, including (1) successful grading practices and problems/concerns of teachers; (2) teachers' perceptions of the messages that grades communicate; (3) preservice and inservice teacher preparation for grading; and (4)…