Classroom teachers join with speech-language pathologists to solve problems suffered by students with speech and language disorders. (RK)

Shows that the incorporation of mainstreaming in inservice education related to reading requires four things: a definition of mainstreaming, the need for teacher flexibility, the need for teacher cooperation, and the identification of relevant curriculum objectives. (RL)

Blind children like other exceptional children require special planning by their teachers. Describes some of the care that teachers have to show to blind students in order to ensure that they operate as effective members of their classroom. (RK)

Presents techniques to integrate handicapped students into the home economics classroom with the help of the home economics teacher, a special education teacher (resource specialist), and a "buddy" in the class working with the handicapped student. (MF)

A case study is presented of a 6-year-old cerebral palsy child who is unsuccessfully mainstreamed in a regular first grade class. (CL)

This article outlines a model system for the use of supportive teachers working with students who have social, academic, and other problems that hamper their performance in the school environment. (JD)

All the pieces--laws, people, programs--can fit together. (Editor)

Discusses the training of teachers, who will be able to create humanistic learning environments committed to mainstreaming (allowing the child to move in an individually prescribed program), within an individualized environment--the Humanizing, Individualizing, and Personalizing Program at the University of Missouri at Columbia. (JM)

The placement of learning disabled and behaviorally disordered children in the least restrictive setting requires consideration of both environmental conditions and psychological factors which contribute to the handicap. (DB)

An example of the use of the cluster approach in a reading/language arts program for gifted first-graders (in a classroom with peers of varying ability) illustrates how this approach allows gifted students to work with others who have similar abilities and provides time-saving opportunities for teachers and modeling opportunities for non-gifted…

Play interactions between six male autistic children (aged 8 to 12 years), younger normally developing kindergarten children, and nonhandicapped same-age peers resulted in gains for all (subjects were only those autistic children (6) observed; their autistic classmates were not observed) subjects in proximity, orientation, and responsiveness when…

The process of curriculum compacting, a means of modifying and enriching the regular curriculum to meet the needs of gifted students is described and illustrated with classroom examples. The roles of classroom teachers, administrators, and gifted education specialists in implementing compacting are explored. (Author/DB)

To argue about the effectiveness of integration is to miss the point; both regular school and special education support services in Australia need to recognize the many changes essential to minimize failure and encompass the reasonable developmental needs of all children. A flexible education system can accommodate almost all children. (Author/JW)

The article briefly examines public policy and practices concerning mainstreaming in the United States, Great Britain, and Australia. Ambiguity in definitions of integration are noted, and proposed definitions are offered which distinguish between full, predominant, partial, and minimal integration. (JW)