Presenting information intended to aid those who will be responsible for integrating the educable mentally retarded into shop programs, this article discusses population characteristics, physical characteristics, and learning characteristics of the mentally retarded. Interpersonal skills and safety considerations are also discussed in relation to…

Presented are eight brief articles written by regular and special education teachers and administrators on secondary learning disabilities programs and issues in the Madison, Wisconsin Metropolitan School District. (MH)

Key provisions of the Section 504 regulations, and what they mean for school administrators. (MLF)

Examines standard and unique student safety considerations and offers suggestions for maintaining a safe laboratory class environment. Topics discussed include general safety considerations, safety factors unique to various handicapping conditions, instructional considerations, assessing instruction, and developing safety conscious attitudes. (TA)

In 1836, a young Swiss physician, Johann Jacob Guggenbuhl, introduced a residential setting for a handicapped child and attempted to develop a well-designed program and philosophy for the local retarded population. Some of the same problems that he faced are still being discussed. Here the costs of such programs are considered in terms finance,…

Compares the cost-effectiveness of two delivery systems for elementary learning-disabled students--the self-contained special learning disabilities classroom, and the regular classroom with resource room or learning center. (JG)

This article describes a project that is designed to provide teacher educators with materials to be used for preparing the regular classroom teacher to work with handicapped children. (RC)

Reading materials for the mentally and/or physically handicapped child are suggested to aid the classroom teacher in assimilating the exceptional child into the mainstream classroom. (MB)

A vocational educator and a special educator respond to nine questions concerning intercommunication between vocational and special education teachers in accommodating handicapped and disadvantaged students in vocational education programs, particularly the need for special vocational teacher training. (MF)

As handicapped children are mainstreamed, regular classroom teachers must become more skilled in identifying and remediating language deficiencies. Available from: Allen Raymond, Inc., P.O. Box 1223, Darien, Connecticut 06820. (GW)

Educable and trainable mentally handicapped students have been integrated into Pingle School, a comprehensive program for 11- to 18-year-olds in England, in accordance with a plan of separate learning situations for students of differing abilities combined with opportunities for social interaction and common learning. (GW)

Examined with 17 elementary level deaf children were the integration of deaf children with an oral, integrated instructional background with a deaf class with a total communication instructional background and the integration of deaf children with partial or total reliance on total communication with a hearing class. (SBH)

A 14-year-old minimally brain injured boy and his parents present their views regarding the boy's problems at an overnight summer camp for regular children. (SBH)

Educational contexts influencing degree of integration for 245 severely retarded elementary and secondary students were examined via eight classroom observation sessions across the school year. The best predictor of integration was the interactive environment provided by the nonretarded students, suggesting that nonretarded students are the key to…