The pros and cons of laboratory vs. field-based research are debated, and a university-based model program for research at the University of North Carolina at Greensboro into mainstreaming in physical education is described. (JN)

Describes a training model developed and tested at Howard University in Washington, D.C., to reorient faculty, especially those in teacher education, and enable them to respond to the requirements of PL 94-142, a law which gives all school-aged children the right to public educational opportunities within the least restrictive environment.…

A model of the inservice training of classroom teachers for mainstreaming handicapped children is presented. The materials used in the program provide information about handicapping conditions as well as curriculum and behavior management styles. (JN)

A model of inservice training for teachers of mainstreamed students focuses on the development of a multidisciplinary staff support team which provides consultation to the staff members of a school. The establishment of building-based teams, types of assistance, administrative support, and accessibility of service are detailed. (JN)

Listed are 10 steps which must be taken in developing an individualized education program. Discussed are the advantages and disadvantages of developing an IEP, and the suggestion is made that some professionals consider the IEP to be a wave of the future for education in general. (KC)

This article traces the history of the legislation leading up to PL 94-142, examines how the law has been interpreted and implemented so far, and considers some ways in which the Catholic school system can respond to the needs of handicapped children. (Author/SJL)

Research overwhelmingly supports the usefulness of cooperative learning for improving the social outcomes of schooling, such as intergroup relations, attitudes toward mainstreamed students, and general positive relations between students. (Author)

Most of the principals (82 percent) considered the most effective placement to be a combination of regular class and part-time special education. Only 6.4 percent regarded full-time regular class as most effective, while 10.1 percent favored full-time special class placement. (DB)

The author considers changes brought about by P.L. 94-142 (the Education for All Handicapped Children Act) in providing educational programs for handicapped children. (SB)

Educable mentally retarded children who are mainstreamed are likely to have social problems due to personological concerns (maladaptive behavior, labeling) and environmental concerns (teacher attitudes and expectancies, peer attitudes). (CL)

Problems of definition are discussed and followed by a delineation of three major forces which induced the genesis of mainstreaming: research-based evidence and arguments, litigation challenging long-established practice, and legislative mandates (specifically, the Education for All Handicapped Children Act--P.L. 94-142). (DLS)

Discussed are communication techniques for the deaf and hard-of-hearing science students. Instructional resources and materials available to aid the science teacher for communicating with these handicapped students are also included. Communication techniques listed include interpreters, notetakers, and tutors. Sign language and simultaneous…

Discusses identification and evaluation guidelines under the Education for All Handicapped Children Act. To satisfy federal mandates concerning the placement of handicapped children, public school systems are required to utilize a least restrictive environment, whereby complete segregation of handicapped from nonhandicapped children is prohibited.…

On May 1, 1980, some 20,000 elementary children had their letters and ideas presented to the United States Senate Committee on Child and Human Development to mark the observance of Save the Children Day. This article presents excerpts from 14 of those letters, containing children's views on education. (Author/SJL)

The authors highlight an inservice approach to mainstreaming elementary and secondary level handicapped students in physical education. Outlined are strategies for individual intervention, for group intervention, for auditory impairments, for visual impairments, for learning disabilities, and for orthopedic impairments. (SBH)