The inservice materials described in this monograph are designed for regular classroom teachers who are working with mainstreamed children in elementary and secondary school classrooms. The first section contains abstracts of six series of inservice materials: (1) "I'm a Lot Like You"; (2) "Educating Students in the Least Restrictive Environment";…

The monograph reports on a 3-year project to develop competencies in physical education teachers for dealing with mainstream exceptional students. Results of a survey of physical educators on the types of competencies needed to teach in mainstreamed settings are presented. Adjustments made to the undergraduate physical education program at State…

Bibliotherapy, the use of reading materials to examine one's personality, contributes to adjustment, growth, development, and remediation. Accordingly, social studies reading materials at both elementary and secondary levels have the potential for changing human behavior while transmitting knowledge, creating further interest among children in the…

This module (part of a series of 24 modules) is on formulating educational goals and objectives, and methods and rationale for writing them as behavioral statements. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The Challenge of Public Law…

The implications of noncategorical approaches toward exceptional children are explored as they relate to learning disabled children. (BA)

Described is a study of the philosophical basis of mainstreamed occupational center programs for hearing impaired secondary students in which 307 educators, parents of handicapped students, and handicapped students were interviewed. Among findings discussed for three issues (the general goals of education, the goals of occupational education, and…

The final report documents activities designed to develop supplementary instructional materials for use with handicapped Mexican American pupils mainstreamed into kindergarten programs using the Bilingual Kindergarten Program as curriculum base. An initial chapter covers general project background and overview information. Chapter two reviews the…

This document presents a learning model for training teachers to effectively deal with physically handicapped and mildly retarded children in their regular classroom. The modules are organized in the following fashion: Phase One; Development of an awareness of the concept of mainstreaming, of labels and their consequences, and of the psychological…

Presented is the final report of Project TEAM (Teacher Encouragement to Activate Mainstreaming) to improve the attitudes and skills of seven regular secondary teachers serving 27 educable mentally or educationally handicapped students. Methodology is explained to have involved analysis of student records to identify students ready for…

Examined were the effects of integratinq 14 trainable mentally retarded students (3-8 years old) into regular preschool programs. Nine questionnaires measuring attitudes and behavior were completed by teaching staff and parents, and anecdotal records were reviewed. Teachers showed a positive gain in attitude toward integration, where a control…

Reported are results of the second year of a demonstration and training project to develop and test a model for training counselors to promote the vocational development of secondary level special education students. An overview of the project covers the need for the project, features of the new model, program objectives (including the design of…

Described are efforts of Augustana College to integrate special and regular teacher education programs in Project P.R.E.P. (Preparing Regular Education Personnel for Mainstream Programs). Noted are double majors in Elementary Education and Special Education, the physical proximity of both departments, cooperation with other human service…

Evaluated with 48 elementary age students classified as educable mentally retarded was an instruction program to facilitate the return of the students to regular classes. (Author/DB)

A longitudinal followup study of 88 deaf children (6-to 16-years-old) who were former students in an oral preschool program was conducted to compare the characteristics of those who went on to regular education and those in special education classes. (LS)

Teachers indicated how they felt classmates would behave toward the physically handicapped child; how difficult the child's adjustment would be; how willing the teacher would be to have a handicapped child enrolled in his class and whether or not it would be a problem for the teacher; and the type of educational situation that would be best for…