Reports on the development and validation of a standardized test, entitled Competency Inventory on Vocational Education for the Handicapped, which was designed to measure the knowledge vocational education teachers possess about teaching handicapped students in regular vocational education programs. (CT)

Presents an approach to developing acceptance of handicapped students in a mainstreaming situation by staff and normal students. Planning should be developed prior to the handicapped child's entrance into a regular classroom. Handicapped learner labels should be avoided. Counselors should provide leadership in this endeavor. (Author/BEF)

The University of Hawaii and the State Department of Education have already identified a service delivery model, called Ho'okoho, to meet the personnel training requirement of PL 94-142. This article reports results of the programs' first survey to assess inservice training priorities of both regular and special educators. (Author/SJL)

Three physical education specialists rated matched pairs of mildly handicapped and nonhandicapped primary children on expected physical performance, social relations, cooperative behavior, and ability to reason during physical education. All three had significantly lower expectations for the handicapped students' peer relations. Differences on the…

The author criticizes the Warnock Report on special education for failing to distinguish between children whose educational handicaps are biological or social in origin, and for attempting to deal with both groups through labels and a continuum of special services. (SJL)

The author defines a support curriculum for hearing impaired mainstreamed students; and considers the role of four categories of people--administration, classroom teachers, supportive personnel, and students. It is concluded that a support curriculum is one that is comprehensive, creative, flexible, and realistic. (SB)

Two major types of sociometric measures were administered to groups of learning handicapped and nonhandicapped children. Common scoring methods were compared. Data analyses indicated that variation in class placement of learning handicapped children is crucial in judging the appropriateness and interpretation of content of various sociometric…

Noted are problems such as the increased incidence of handicaps additional to the hearing impairment, the lack of homogeneity among the hearing impaired, and the poor language ability of most hearing impaired students. Current programs in Missouri, California, and New York are briefly described. (DB)

Seven articles in the special issue on local school mainstreaming discuss such strategies as involving regular teachers in individualized educational program meetings, encouraging teachers to plan inservice, and promoting student responsibility in resource rooms. For related material, see EC 133 673. (CL)

The development of teaching strategies, communication, and conferencing skills through microteaching and simulation are emphasized. Feedback is provided at several interaction points. The design for university training parallels the resource/consultant teacher program implemented in many schools. (Author)

Provides suggestions and a list of materials for use by teachers in reinforcing positive attitudes of and about the handicapped. (Part 1 of two parts. See CS 713-857.) (FL)

Lists instructional materials for use by teachers in promoting positive attitudes of and about the handicapped. (Part 2 of two parts. See CS 713-855.) (FL)

Reports that a conference for professional chemists, educators in chemistry, and students was held to explore the issue of teaching chemistry to handicapped students. The ideas generated from the participants are intended to be used in preparing a manual of guidelines. (Author/SA)

Reasons for and ways to eliminate the overrepresentation of minority groups in special education classes are discussed. Also presented are the need for parent involvement in special education programs and the need for career/vocational training. (CJ)

Presents reasons for the lack of support for mainstreaming in secondary English classrooms. Suggests techniques that English teachers can use to adapt their teaching to the needs of all students. (JT)