This study discusses the results of a collaborative action research project in a multi-disciplinary school for children with disabilities. The aim was to alter practices and views of the professionals concerned in order to promote the inclusion of four children in mainstream schools. Three interrelated programmes were designed and implemented over…

Cutting-Edge provides inclusion in college for students with intellectual disabilities (SWID). Cutting-Edge students attended college by taking undergraduate courses, resided in student housing, and engaged in student-life events as well as pursued community service, internships and employment. Undergraduate students were the best means to teach…

A special education teacher describes an approach to mainstreaming in which she accompanied mildly handicapped students into the regular class (grades six and eight). Team teaching and coordinated planning between special and regular education teachers were emphasized. The experience was positive in terms of peer interaction as well. (CL)

A three-tiered approach to help teachers develop a meaningful mainstreaming program begins with the development of self-esteem in each student. Cross-age tutoring, the second tier, can enhance learning of nonhandicapped and handicapped students. The final tier focuses on information and support needs of the staff. (CL)

Recommendations for adapting instruction for learning disabled high schoolers can be made to regular teachers according to a four-part format: frequently observed instructional modifications, difficulty factors based on an average of a sample of general education teachers, comments regarding the implementation, and suggestions for making the…

Elementary special education teachers can enhance the transition of handicapped students into mainstreamed classes by careful planning and preparation of the regular class teachers, nonhandicapped students themselves. Followup communication with the regular class teacher must be maintained. (CL)

Guidelines are provided for integrating the trainable mentally handicapped (TMH) student into the regular classroom in the province of Alberta, Canada. Normalization and integration are explained with regard to the unique commitment undertaken in developing an integrated program for TMH students. Outlined are goals of the integrated program, such…

Physical education teachers can establish successful therapeutic exercise programs for mainstreamed handicapped students by involving peer helpers in a carefully designed program. (CL)

Discusses four reasons why mainstreaming has made slow progress. (FL)

The manual is intended to help teachers who are integrating handicapped children into preschool programs. It opens with a description of the Albuquerque Special Preschool, a program in which handicapped children were integrated in successively less restrictive environments. The raltionale for integration is presented in terms of research and of…

A three phase study was conducted on the role of regular classroom teachers in implementing individualized education programs (IEPs) for mainstreamed special education students. IEPs in 20 elementary sites were reviewed in phase 1, 59 elementary teachers were surveyed in phase 2, and 16 of those surveyed participated in interviews in phase 3. Five…

Problems in implementation and practice of a whole-school approach to integration which features transposing regular and special educators are cited, and seven phases for carrying out such a scheme are described. (CL)

Discussing faculty role in planning and implementing P.L. 94-142, this article presents a model for maximizing faculty leadership by becoming familiar with the law's provisions and school district policies and procedures and by establishing a committee composed of all concerned (principal, parents, teachers, support staff) to plan and evaluate the…

The document briefly outlines the events leading to mainstreaming of handicapped children and presents guidelines for administrators and teachers involved in implementing mainstream programs. Among suggestions given are the following: the decision to mainstream should be accompanied by a decision to provide a comprehensive instructional support…

A peer training model in which teachers are trained to plan and provide inservice education is suggested as one approach to meeting the needs of teachers working with exceptional students. Project TEDDIE (Training Educators to Design, Develop, and Deliver Inservice Education) involved teams of special and vocational educators in Kansas. (CL)