Integration of the handicapped child, and of the mentally retarded child in particular, into the regular class is discussed generally. (CB)

Resource programs are an outgrowth of recognition that special classes have been largely ineffective for many handicapped children. Resource teachers offer both direct and indirect services via assessment, programing, and consultation. Despite potential difficulties in maintaining gains in a mainstreamed child, resource rooms are cost effective…

The author reviews issues related to grading learning disabled students that may cause problems between special and regular education teachers. He suggests that too many regular teachers have confused and arbitrary grading policies and that a pass/fail approach may be a wiser alternative. (CL)

Four seven- to ten-year-old boys with autistic behavior were examined with behavioral and observational measures in a peer mediated training, an integrated generalization assessment, and a segregated generalization assessment setting. Results favored the developmentally integrated condition for increases of positive social behaviors. (Author/MC)

Five problems that led to failure of a nineteenth-century attempt in Germany to mainstream hearing impaired children concerned teachers' practical maintenance of skills and motivations; class pacing; and political changes. The authors suggest those same problems face current American efforts. (CL)

A token reinforcement program was successful not only in promoting positive behavior changes in a mainstreamed behavior problem second grader but also in creating attitude changes in her regular class teachers. Findings suggest that positive commitments to mainstreaming were related to the teacher's effectiveness in improving students'…

The parent of a nonhandicapped young child describes how his daughter gained in social skills and understanding by serving as a model child in a preschool program for handicapped children. (CL)

The article presents a checklist for determining the extent of integration of severely handicapped students into regular school environments. The 14 item list is explained to be useful in identifying environments (such as the cafeteria, assembly programs, recess, and school hallways) in which integration of severely handicapped students should be…

The study investigated six inferential measures of attention with 140 Ss, eight to 12 years old (with 14 learning disabled and 14 nondisabled Ss at each age level). Results indicated the measures did not consistently identify learning disabled students and did not predict classroom attending behavior. (Author/MC)

Extends the rationale for integrating handicapped with nonhandicapped children to include the mainstreaming of infants in group care programs. (RH)

Discusses a study of the efficacy of mainstreaming. The goal of the study was to see what actually went on in schools, how people thought about mainstreaming, what they did about it, and how teachers, administrators, and students experienced it. (JOW)

The peer tutoring program was initiated at the Belle Vue (Florida) Middle School as an effective way of bringing autistic students into contact with the mainstream. (SW)

Teachers can provide a variety of enrichment materials to challenge the mathematically gifted child in the regular elementary classroom. (Author/SW)