Outlines the responsibilities of the resource room teacher as support person and diagnostician. Provides the Individual Education Plan (IEP) chart legally required for children receiving special education services. (KC)

A first-person account of what it's like to be a learning disabled child in the regular classroom. (Editor)

Focuses on unnecessary labeling practices, poor cognitive and affective performance of children assigned to special classrooms, and the mainstreaming of misplaced pupils from special to regular classrooms. The controversy generated by these problems resulted in three new terms: mislabeling, mainstreaming, and accountability. These terms are…

Using the questionnaire responses of 2186 regular classroom elementary school teachers in Georgia, the study investigated the teachers' instructional strengths, weaknesses, and training needs related to their ability to work more effectively with mildly handicapped children in their classes. (JYC)

Without a fundamental change in the status of practice from curriculum consumer to curriculum designer, there can be no expectation or hope that mainstreaming, multicultural education, desegregation, and sex-integrated learning will become actualized through the physical education curriculum. (Author)

Presented at the First Northwest Special Remedial Education Workshop at Terrace, November, 1977, the article discusses, in light of the increasing trend toward mainstreaming, written individualized education programs (IEPs), which the author feels should be provided to all handicapped children in need of special education and related services. (D…

Effective training and management techniques for the implementation of paraprofessional support systems for mainstreamed deaf students are demonstrated at the National Technical Institute for the Deaf (NTID). (PHR)

British educators have voiced concern over Section 10 of the Education Act of 1976, which emphasizes education of the handicapped in ordinary British schools. (Author)

The article reacts to and expands a symposium on the desirability of a transition from the traditional diagnostic-remedial model to the teacher-consultant model for providing services to children with "mild learning and behavior problems." (Author)

Administrators trying to implement P.L. 94-142 will face problems in six areas: identification of the students, placement, personnel, individualized educational plans, procedural safeguards, and professional rights and responsibilities. (Author/IRT)

Defines special-needs students, i.e., those who are exceptional, being either handicapped or gifted, and provides ten suggestions for educating these students effectively. (RK)

This research builds upon the finding that racial homogeneity is a visible characteristic of peer groups in school. The conclusions reached in this investigation are that mainstreaming is an important constraint in peer selection and that music and attendant life styles emerge as a means of sustaining peer groups. (Editor/RK)

Six major concerns of vocational educators are identified regarding the inclusion of handicapped students in regular courses--safety, staff development needs, architectural modifications, equipment needs and modifications, appropriate instructional materials, and a favorable attitudinal climate. In addition, four key principles are given to help…

Discusses trends and issues in developing innovative delivery systems designed to service special education students in regular and vocational programs, the impact of recent legislation on vocational education, and developing an integrated academic-vocational program. (TA)