Common problems and questions raised in implementation of P.L. 94-142 are dealt with in this pamphlet. The purpose of this publication is to help teachers and other school employees use the law to protect the interests of all children and their own rights as professionals. The following areas of concern are discussed in question-answer format: (1)…

This pamphlet, through questions and answers, provides information on the requirements of the Education for All Handicapped Children Act, referred to as P.L. 94-142. States receiving funds under this legislation must follow specific procedures for providing handicapped children a "free appropriate public education in the most appropriate least…

Presented as a resource for administrators are three of a 10-part series on mainstreaming handicapped children. Each part includes a discussion of practical concerns, a self-evaluation quiz on current research, and an annotated bibliography. The first part provides an overview of definitions, concerns, legalities, and research on mainstreaming,…

The effect of special instruction and an integrated program on attitudes toward trainable mentally retarded (TMR) students was assessed with 42 adults (PTA board members and teachers) and 127 elementary children. Regular class students in small groups from first, third, and sixth grades were systematically integrated into a TMR class where they…

A 4-year research project involving 342 handicapped and 202 nonhandicapped children (in grades 1 through 6) was conducted to determine the practicality and impact of assigning special educators to support regular classroom teachers (the stratistician-generalist model). Examined were the following variables: teacher ratings of the student; student…

Described is the program at Clarkston High School, which promotes independence in aurally handicapped students. Instructional services are noted to fall into several categories: self-contained and resource instruction, totally mainstreamed schedules, and resource-tutorial assistance. The program is also reported to offer the following activities…

The author considers research relating to what is presently known about the social interactions between nonhandicapped and special students in integrated environments. Explored are the effects of attitude formation and goal structure of the education institution on the relationship between handicapped and nonhandicapped peers. Suggested is a…

Described is the role of the Center for Innovation in Teaching the Handicapped (CITH) in Project PRIME (Programmed Reentry into Mainstream Education), which attempted to assess the efficacy of mainstreaming for 1,035 emotionally disturbed, educable mentally retarded, and language/learning disabled Texas pupils in grades 3-5. The behavior…

The paper reviews descriptions and studies of classes for children with learning disabilities (LD). Considered are aspects of regular class placement of LD students such as academic achievement and social adjustment, and attitudes of educators such as regular and special class teachers. On the basis of the review, full-time, self-contained classes…

The special education training program at the University of Northern Iowa provides a systematically integrated program designed to develop professional personnel with the requisite competencies to (a) diagnose and teach; (b) organize and supervise programs; (c) evaluate instructional programs; and d) train professional educators to implement…

Described is the special education component of an early childhood education project for culturally disadvantaged preschool children. The component's purpose was to determine if children deviating from their peers could be educated as an integral part of the regular class. Children with an IQ under 80 were provided individual prescriptions in the…

The last 25 years of special education has seen the pendulum swing from over confidence in special class placement to current efforts to mainstream handicapped children. Characteristic of children entering school is variation in ability and learning style. Some of the children will be referred to special education not because of extreme learning…

The study of the use made by deaf students in regular college classes of selected support services involved 84 deaf students at the National Technical Institute for the Deaf who were cross-registered in various courses for hearing students at the Rochester Institute of Technology. Students' use and perceptions of four support services were…

An observational study explored whether characteristic behavioral patterns of an educable mentally retarded (EMR) population were unique and served as a label for identification in the social milieu. Of particular interest were differences between EMR children who were integrated into the regular classroom and their non-retarded peers. A…

Low achieving regular class and educable mentally retarded (EMR) special class adolescents from a white, low-income, urban district were administered the learning potential procedure and were interviewed to determine differences in their after-school, non-academic activities. Few differences were reported in the social interests and activities of…