Discusses provisions of Public Law 94-142 and its implications for industrial arts program development, instructional changes, curriculum, teacher preparation, and facilities. (TA)

Eventually physical educators will be teaching mildly and moderately handicapped students in the same classes with nonhandicapped pupils; it is important that they receive special training in handling this situation. (JD)

A special report on the impact of Early Childhood Education, its successes and failures. (Editor)

Available from: Teacher Education and Special Education, The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. The article focuses on the preparation of regular teachers to deal with mildly learning disabled and behavior problem children. (CL)

This article discusses the concept of mainstreaming, the integration of children with special needs into the regular classroom, and attempts to answer a series of specific questions concerning the organization and implementation of mainstreaming programs. (BD)

Presents a list of general questions a teacher might ask concerning the value and implementation of mainstreaming. (BD)

Surveys the most common strategies adopted by secondary schools, stressing the importance of instructional flexibility whatever the organizational framework. Three case studies explain how three different comprehensive secondary schools arrange for remedial provision, and there is an extended review of two recently published books on provision for…

Evaluation of a peer-mediated intervention which promoted communicative interaction by handicapped preschoolers through the teaching of facilitative strategies to three handicapped and three nonhandicapped students revealed increases in response rates of handicapped subjects during free play and maintenance (without initial prompting) of peer…

An historical overview of events leading to the passage of Public Law 94-142 (The Education for All Handicapped Children Act) precedes a discussion of positive and negative outcomes of this legislation since its enactment in 1975. (JW)

Based on the experiences of hundreds of families who have mainstreamed their hearing-impaired children in the last decade, the effects of P.L. 94-142 are described. Stressed is the parent's role as case manager in providing both broad direction and day-to-day monitoring. Suggestions for preparing for mainstreaming are given. (Author/VW)

Discusses current psychological and educational assessment practices used with elementary school limited-English proficiency (LEP) children, as revealed by a nationwide study of local education agencies (LEAs) (n=21) that had LEP handicapped children mainstreamed in bilingual education classrooms. Testing approaches most frequently used with LEP…

The article describes how a teacher used cooperative learning groups to aid in the integration of a severely handicapped eight-year-old child into a regular first grade classrooms. The planning stage, the eight implementation steps, and evaluation results (increased interactions between the child and peers) are outlined. (DB)

Resource teachers serving mainstreamed deaf students are encouraged to make use of a student weekly progress form to aid communication with regular classroom teachers. The form covers academic progress, level of effort, specific problems, and whether a conference is desirable. (DB)

The study investigated the perceptions of student teachers completing a preservice teacher education program using the curriculum infusion model to prepare regular classroom teachers for mainstreaming of handicapped children. Students perceived the curriculum and their own knowledge as less than adequate and contact with handicapped learners less…