Presented are results of interviews conducted with 43 elementary teachers from nine schools having participated in the Upper Midwest Small Schools Project (UMSSP), a program of teacher workshops and diagnostic clinics on exceptionality in the regular classroom. A summary of teachers' responses regarding UMSSP and special students is presented…

Presented are procedures and forms used by West Penscola Elementary School to integrate hearing impaired students into regular classrooms. Described briefly are program components such as the use of social and academic mainstreaming as well as cross integration (bringing hearing students into classes for the hearing impaired). Twelve steps in the…

The 1975 school status of 696 students enrolled in Toronto special education (nonmedical related) programs in 1970 was examined to determine whether special education was effective in returning children to regular classes. Data indicated that of the 49 percent of the students remaining in the Toronto school system, 32 percent had returned to…

Evaluated in two field tests with 50 regular teachers was a set of eight instructional modules designed to develop the competencies of regular teachers involved in mainstreaming handicapped children as part of Project SERT (Special Education for Regular Teachers). The following modules were developed: comprehensive special education, formal…

Compared were the effects of mainstream or special class placement on the acquisition of reading skills and self concept with a total of 84 kindergarten or first grade learning disabled students. Significant differences were found between the two groups on only one of the four tests given: the letter names subtest of the Murphy-Durrell Analysis.…

The two-part paper describes the PASS (Program Analysis of Service Service Systems) evaluation method and its use in assessing a local school district federally funded project for mainstreaming elementary-level handicapped children. It is explained that PASS is an approach based on normalization and accountability principles applicable to a…

The peer acceptance and self perceived status of 16 elementary grade students with moderate, severe and profound hearing impairments enrolled in regular public school classrooms were examined. Eleven Ss comprised a longitudinal sample and were in the fourth, fifth, and sixth grade at the time of the follow-up study; five Ss were in first grade.…

Evaluated were opinions of 10 teachers and 10 nonteachers on educational placement of children with such handicaps as orthopedic, visual, and speech problems. Analysis of questionnaires yielded the following information: the major differences centered on placement for the emotionally disturbed, hearing impaired, orthopedically handicapped, and…

The study to determine ways in which the educational programs for the deaf and hard of hearing in California's public schools might be strengthened and improved was undertaken by the State Department of Education, assisted by statewide committees of teachers and administrators involved in programs for the deaf. The final report, consisting of…

Nineteen general education administrators with no special education training or experience, the majority of them building principals, attended a special study institute. There they participated in the SEATS (Special Education Administration Task Simulation) Game, developed by Daniel Sage for use in training special education administrators. A…

The paper, given by the director of a project to train teachers for early childhood education programs which integrate handicapped and normal children, focuses on the effects of labeling on teacher-child interaction. The author recounts her own experience with teaching handicapped children and the historical tendency to label and segregate various…

The position paper examines trends in the education of handicapped children and suggests an administrative organization for implementation and research purposes. Discussed are the earlier trend toward self-contained special classes and the current trend toward regular class placement, often mandated by the courts. Proposed as an alternative to…

The classroom behaviors of 12 segregated and 14 integrated educable mentally retarded (EMR) children (mean age 10 years) who were all formerly segregated and then randomly assigned to their present class placement were compared to those of a low IQ group who had never been identified for special class placements and an intellectually average group…

In discussing the recent legislative influences on the identification and placement of children in programs for the mentally handicapped, the author presents a brief overview of the development of the concept of special education as indicated by significant court rulings of the late nineteenth and early twentieth centuries. Major legal decisions…

The attitudes toward school of retarded children in various school placements were investigated in two studies. The first study compared the attitudes of nonretarded children, and educable mentally retarded children in segregated and integrated class placements. The results indicated that the segregated group posited significantly less favorable…