To investigate self-concept, 50 learning disabled adolescents from a regular high school who were receiving resource room assistance were given the Situation Specific Subject Competence Test for self-concept. Their scores were compared with 50 learning disabled adolescents from a self-contained program. The adolescents from the self-contained…

Five elementary special education students were mainstreamed to a regular classroom for portions of their school day. A support team, consisting of the school psychologist, the principal, and the guidance counselor, was established to monitor their progress and provide assistance with both behavioral and educational problems. Peer tutors were…

Intended for regular teachers with mildly handicapped learners, the handbook covers techniques for adapting instruction, for compensatory instruction, for remedial instruction, and for teaching basic survival skills. An introduction surveys types of appropriate modifications for mainstreaming. Adaptive techniques discussed include the following:…

Thirty-four third and fourth grade students were observed over two entire school days to examine the nature of instruction and academic responding time for LD and non-LD students in regular classrooms. Across students, a typical school day was characterized by a limited amount of academic responding (about 45 minutes). Comparison of LD and non-LD…

The report analyzes the effectiveness of Dean's Grant projects (DGPs), federally funded programs designed to help prepare regular preservice educators to deal with mainstreamed handicapped students. Following a review of demographic data on the 112 DGPs, survey and questionnaire results are summarized in an examination of such aspects as DGP…

Two experiments were conducted to investigate the use in mainstreamed classes of team assisted individualization (TAI), in which students work on individualized units in heterogeneous, cooperative learning groups. Team reward systems are incorporated into the small group instruction format. The effects of the TAI approach on the achievement,…

The materials in this monograph are intended to introduce the regular teacher education candidate to those areas of special education significant for facilitating the needs of special learners in regular classroom settings. Seven modules are presented, each developed around a content theme selected to identify the basic information a beginning…

The manual introduces the framework of STARS (Striving Together and Reaching Success), a program for serving behaviorally disordered students in grades 1-8. The underlying philosophy is to provide a consistently structured instructional program to promote successful reintegration into a less restrictive educational setting. An overview section…

A questionnaire on student adjustment was completed by 54 secondary level regular classroom teachers with educable mentally retarded (EMR) students in their classrooms. Results revealed that the teachers did not rate EMR Ss very well in social, emotional-psychological, or academic performance. Academic performance was rated much more negatively…

Rapid changes in the field of regular and special education have increased the urgency of supplying relevant inservice teacher training programs to help regular teachers serve an increased number of exceptional children in their classrooms. (DB)

Presented is the final report of Project NEED (Normal Educational Environment for the Hearing Impaired) designed to develop and produce a mediated orientation package for regular classroom teachers to assist them in meeting the needs of hearing impaired students, to facilitate integration of hearing impaired children into regular classes through…

Examined were the knowledge of deafness of 146 occupational educators involved in mainstream instruction of the deaf and the attitudes toward the deaf of 137 educators and 68 hearing students at occupational training centers. Results of the Knowledge of Deafness Test suggested a relative deficiency in background knowledge about characteristics of…

Ten mainstreamed learning disabled high school students received treatment with an informal assessment and an educational plan. Analysis of pre and post tests (Peabody Individual Achievement Test, Revised Piers-Harris Self-Concept Scale, and Teacher Perception Survey) indicated that Ss performed better on achievement tests, were enrolled in more…