The Tucson Interaction Model emphasizes the importance of teaching style in linking cognitive with affective variables for mainstreamed handicapped students. Five aspects of the model are depicted across three strands (response opportunities, feedback, and personal regard). Even with computer-assisted instruction, the teacher's role is still…

Models for structuring professional collaboration among teachers and special education staff in delivering services to mainstreamed secondary school students are described: (1) "Traditional Model"--special educators provide instruction in content areas so that students meet graduation requirements, and the students' enrollment in elective courses…

Five elements of teaching style which are directly related to effective learning patterns are identified: (1) warmth--monitoring seatwork, communicating awareness of behavior, providing individual assistance; (2) cognitive organization--feedback, fast-paced activities, variety of learning drills; (3) orderliness--rules, smooth transitions,…

Meeting the needs of a wide range of student abilities in the classroom taxes the talents of educators. If mainstreaming is to be effective, interactions in the mainstreamed classroom should be supportive of students' learning abilities. Since they shoulder the major responsibility of effective mainstreaming, teachers need information and support…

Presbyopia, a condition which affects the eye's ability to change focus or to produce a clear image, makes an appropriate analogy through which to consider educational access for special needs students. Presbyopia can be corrected with properly fitted glasses; new "glasses" should be "prescribed" for teachers so that distortions related to student…

The Education for All Handicapped Children Act requires an individualized education plan for all students identified as handicapped. While computer technology has application for greater individualization, no single method makes a perfect "fit" for all students. Social survival skills are vital elements of mainstreaming as well as academics.…