Reliability and factorial validity of the Attitudes Toward Mainstreaming Scale was supported in a cross-validation study with teachers. Three factors emerged: learning capability, general mainstreaming, and traditional limiting disabilities. Factor intercorrelations varied from .42 to .55; correlations between total scores and individual factors…

Two strategies a teacher can employ to avoid some of the negative consequences of the least restrictive provision of P.L. 94-142 (the Education for All Handicapped Children Act) are reversal peer tutoring and self-monitoring for change. (SBH)

Indepth interviews were conducted with five parents whose children were mainstreamed and five teachers who regularly accept special children into their regular classes. (SBH)

If vocational educators recognize the fact that handicap and change act together in releasing many of the anxieties they are now experiencing as a result of handicapped students entering their classrooms, then they can take steps to create an atmosphere of understanding and acceptance. (LRA)

A remedial instructor recounts experiences with a fifth-grade mainstreamed student with learning problems and a disruptive home environment. (HTH)

A teacher of deaf students discusses ways in which she used simulation activities to increase the students' understanding of children with additional handicaps. A second article provides an annotated list of 45 mainstreaming resources for the teacher and the nonhandicapped child, as well as of children's books about handicaps. (CL)

Suggests that handicapism (discrimination against and stereotyping of the disabled) merits the same attention from the social studies profession as sexism and racism have received. The subject should be introduced into the curriculum and would be appropriate, for example, for historical analysis, psychology, and anthropology. (KC)

The study investigated the perceptions of 345 Maine public school principals toward the effective mainstreaming within their schools of handicapped children according to type and level of handicapping condition. Compared with other handicapped pupils, mentally retarded students were generally viewed by principals as having the poorest prognosis…

Three aspects of the learning strategies model are discussed: its philosophy (that intervention should be based on principles of cognitive psychology and learning); its major components (including identification, decision making, and cooperative planning); and its application to a 15-year-old LD student. (CL)

Although teacher training institutions have made some adjustments in their programing to include special education courses for the nonspecialist, widespread changes are not in evidence. (LH)

Special problems face the physical education instructor in dealing with profoundly mentally retarded students. (JD)

Guidelines are presented to help the classroom science teacher effectively deal with handicapped students. (SA)

The data indicated that achievement scores for students enrolled in residential schools were higher for the fourth-, fifth-, and sixth-grade levels than those of students enrolled in regular day schools. (Author/PHR)

Factors involved in the decision to place a learning disabled child in a mainstream or special class setting include the classroom situation (class size and teacher training); the child (behavior, academic ability, and social competence); and the parents. (CL)

P.L. 94-142 presents unique problems to schools with special education programs. This article offers suggestions for implementing the act's objectives of individualized instruction, least restrictive environment, and equal protection for handicapped children. (Author/LD)