A commentary on the state of mathematics in schools that discusses positive aspects, such as the United States' successes in International Mathematics Olympiad, as well as the much-publicized criticisms of modern mathematics. (MK)

At the Iowa School for the Deaf, five young hearing children (age three years) were integrated into the preschool program to study the development of total communication skills including speech and language patterns. (Author/PHR)

The hearing impaired child has been the most neglected exceptional student in the public day school system. Mainstreaming efforts should consider the individual educational needs of both severely and less severely hearing impaired students. (JN)

Patricia Vance is in charge of a resource room program that helps learning disabled students to cope with the demands of a highly academic curriculum. Her major goal is to teach students to enjoy the process of acquiring knowledge and skills. (CJ)

Major objectives of the teacher workshop are to increase the empathy and knowledge of the regular teacher concerning the characteristics and problems of the LD student, and to work out communication problems and increase the dialogue between the resource learning center teachers and the regular classroom teachers. (SBH)

Points out positive aspects of mainstreaming for both hadicapped and nonhandicapped children. Indicates specific teaching approaches appropriate for children with special needs such as language/speech disability, and mental, hearing, visual and physical impairments. Provides 10 guidelines for teaching in the mainstreamed classroom. (Author/RH)

A model developed by Project EMPLOY, a program designed to increase the positive attitude of vocational educators toward the integration of handicapped students, is described. (PHR)

The integration of physically (sensory and orthopedic) handicapped students into science classes creates a complex problem for science educators. Suggestions are offered for teacher preparation and for the development of specialized materials and modifications for instructional strategies. (JMF)

Gives examples of specialized typewriting instructional methods for students with disabilities, involving modifications to typewriters, using special keyboards, and adding sensory devices for different impairments. (MF)

Although integrating handicapped children into regular classrooms has become well established educational practice, clinical decisions to mainstream a given child should be based on systematic consideration of several factors. These criteria are discussed. (Author)

Specifically explains procedures and techniques necessary to be in compliance with the Individualized Educational Program of the Handicapped Children's Act. Also describes principal's role in mainstreaming handicapped students. (LD)

Discusses changes in the traditional role of remedial education as a result of integrating students with learning disabilities into the normal curriculum. Describes roles of the remedial teachers and students in this changed situation. (KC)

This study investigated the relationship between school setting and self-concept in 20 handicapped schoolchildren and found no significant correlation. The socioeconomic status of the child, however, did seem to have some importance to self-concept. (LH)

An assessment procedure which meets the requirements of P.L. 94-142 (the Education for All Handicapped Children Act) is described. In this hierarchical and interrelated system screening provides information and a focus for diagnosis, and diagnosis provides information and a focus for treatment. (Author)

The author reviews changes in America, Great Britain, Australia, New Zealand, and elsewhere in the educational opportunities and treatment of exceptional children. (PHR)