The Marshalltown (Iowa) High School offers a model program for mildly retarded students involving simulated work situations, individualized instruction, integration with regular classes, and involvement in a work/study program. (CL)

Since federal and state laws directly influence the professional activities of physical educators, it is essential to understand the implications of particular laws and regulations as well as legal processes. Some misconceptions about the law are examined, and techniques by which physical educators can affect educational policy are explored. (JN)

Discusses the adaptation of music teaching methods and classroom environments for mainstreamed special students. Teachers must identify handicapped students, establish individualized goals for them, and modify the classroom, class activities, and teaching techniques to meet their special needs. The discussion includes the use of behavior…

The results of a study on an experimental dance program for mentally retarded children show that these children can improve in physical fitness and that success through physical activities can enhance their generally poor self-concept. (JN)

A model for a community youth football program that includes disabled youth identifies five divisions of restriction based on: the amount of physical contact; level of activity strenuousness; emphasis on competition and winning; and special accommodations required. Handicapped youth football programs emphasize skill development and provide…

Elementary students (N=25) responded to an open-ended question as to feelings about a physically disabled child joining their class. The most frequent response was the need to help the handicapped child. Pity or sorrow for loss of a physical function was the second most frequent response. Discusses implications. (RC)

A coding scheme was developed which reflected individual differences among students with various handicapping conditions and their adjustment to "hands-on," activity-centered science materials. The scheme was utilized in the observation of four special education student's interactions with the science materials from Science Activities…

The National Center for Research in Vocational Education is developing a set of competency-based teacher education modules designed to train vocational education teachers to serve students with special needs. This article describes activities pursued as part of the project. (CJ)

The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…

Offers an integrative model for mainstreaming handicapped children into reading classrooms. Discusses nondiscriminatory assessment, the development of individualized education programs, and the factors to emphasize in implementing mainstreaming. (FL)

Observations were made of the social participation, constructiveness of play, and communicative interactions of developmentally delayed and non-delayed preschool children as they interacted in heterogeneous groups. The only significant effect of heterogeneous group composition on the children was reduced inappropriate play by severely delayed…

After briefly reviewing some research on the outcomes of mainstreaming, the author presents seven guidelines to the special education teacher for smoothing the mainstreaming process. (SJL)

Five components were identified as crucial to the success of the mainstreamed peer tutoring program (selection, training, matching, supervision, and communication with/support for the regular classroom teacher). Data provided support for the conclusion that the on task behavior of tutees improved significantly as a result of the program. (SB)

Thirteen programmatic factors are identified and considered for their role in fostering social integration in mainstreamed settings. (CL)

Describes an instructional model using paraprofessional concept for educating low incidence exceptional children in regular classrooms in rural areas where special facilities, materials, and teachers are not available. (JD)