Describes the rationale and techniques of a therapy program designed to keep children with behavior and learning problems in regular classrooms for part of the school day. (BRT)

Topics discussed here include definitions of exceptional persons; the rationale of mainstreaming; racial discrimination in special education placement; law, policy, and court litigation; federal and state legislation and state plan requirements; funding special education; and regional resource centers. (DS)

The social acceptance of two groups of trainable mentally retarded students by both students and teachers was assessed by questionnaire in two elementary schools. (DLS)

The paper considers some reasons for teacher disenchantment with the rhetoric of career and handicapped education in the mainstream and presents some teacher concerns about the purpose of education. Teachers are central to the success of any new school program, and the mainstream runs through the classroom every day. (MF)

Outlines basic components of a prescriptive teaching program: assessment, curricular objectives, and individualized instruction. Notes the implications that each of these components has for the handicapped student in a mainstreaming environment. Two charts illustrate criteria involved in prescriptive teaching or individualized instruction. (KC)

Suggests adaptations of curriculum and awareness activities for students to prepare for the arrival of handicapped students who are to be mainstreamed into the general public school environment. (AV)

A broader concept of special education is developing--one that recognizes the relative frequency of special needs and the necessity for a range of alternative forms of special educational provision extending the idea into pre-school years and adult education with special methods of teaching and curricula required for the most handicapped students.…

Obtained perceptions of regular class teachers who taught children who had been in EMR programs, but had been decertified (D) and returned to regular classes. Teachers perceived D subjects to be significantly lower than regular class (RC) students in both academic achievement and social acceptance. (Author)

Two case examples are presented to illustrate the problems that many mildly learning disabled or mildly mentally retarded students encounter in taking notes and taking tests. (SBH)

The author describes cooperative role responsibilities for vocational and special educators in meeting the needs of handicapped students, along with some appropriate teaching techniques. (MF)

The impact of three different educational settings (group and individual integration and special school placement) on the self concept and adjustment patterns of 48 eighth and ninth grade hearing impaired Israeli pupils was investigated. (CL)

Problems in implementing PL 94-142, including insufficient funding, lack of trained personnel, accountability and labeling are discussed. The roles of normal children, parents and professionals are also considered. (BP)

The determination of "quality,""adequacy," and "suitability" in the provision of educational programs under the Education for All Handicapped Children Act (PL 94-142) will likely lie with the professionals--teachers, administrators, and teacher educators. This task, both a burden and a challenge, must be fulfilled if the law is to be successful.…

The author discusses the need for research on integrating handicapped students into regular vocational programs at the postsecondary level and offers suggestions for educational researchers on selecting and developing specific research issues and programs. (MF)