A handicapped student's success in school is determined by attitudes displayed by that student's peers. Steps should be taken to alter negative attitudes. The school counselor can play a vital role in creating positive attitudes toward handicapped students by working with students in the classroom or in small groups. (Author/BEF)

The paper reviews selected research findings relative to the social acceptance/rejection and self-concept of handicapped students in regular classroom environments. Studies are limited to those involving educable mentally retarded, learning disabled, or behaviorally disordered children. (SBH)

The article examines possible conflicts between specific aspects (particularly the individualized education program and mainstreaming) of P.L. 94-142 (Education for All Handicapped Children Act) and the broad intent, or spirit of the Law. (SBH)

Describes the field testing of a series of curriculum modules designed to be used in resource rooms to provide supplemental instruction for students with mild learning handicaps who were mainstreamed into regular vocational programs. (FL)

Presented is a brief framework, with suggestions to help a principal provide necessary staff assistance when implementing a mainstreaming effort. (KC)

The three main barriers a physically handicapped child faces when mainstreamed are physical, emotional, and social. Journal availability: see EC 114 865. (PHR)

Open education offers much more flexibility for mainstreaming than the traditional approach; open classrooms are designed to accommodate children in their individuality. Making adaptations is not upsetting to open classrooms. If children must go to special classes, the open school tendency toward community blurs boundaries between special and…

To help define teacher training needs in home economics, 260 Minnesota secondary education teachers responded to a questionnaire designed to determine how they were coping with adapting instruction to special needs students. Results are in terms of enrollment figures, meeting instructional needs, space and equipment, preparation of teachers, and…

Suggestions are outlined to assist the teacher in assessing present curriculum, planning future activities, and improving the overall program for a heterogeneous grouping of students. (HD)

The current trend toward regular class placement of exceptional children is discussed in light of the logic and research related to the self-contained special class. (Author)

Intended to provide a clearer understanding of the educational needs of the disabled, the difficulties in meeting these needs, and some suggestions as to how the difficulties might be overcome. (Author/WL)

Offers a rationale for social skills instruction and integration for students with, or at risk for, learning and behavior problems. It examines the social skills needed in various settings and describes a three-step process for integrating academic content with social skill development. (DB)

Describes lessons learned from a qualitative study of 16 inclusive preschool programs. Lessons focus on the meaning of inclusion as it relates to organizational and social contexts experienced and perceived by families, educators, and administrators. Suggestions are made for addressing challenges without abandoning the commitment to inclusive…

This case study investigated how planning, communication, and decision making across program boundaries took place when a public school district relocated one of its early childhood special education classrooms to a private childcare facility in order to enable social interaction with typically developing children. Logistical barriers impeded…

Examination of effects of students with disabilities (N=614) on group cooperation in 3,731 grade-five groups that were completing group science projects found that most integrated groups functioned like groups with all general education students but that groups with students having behavioral disorders or mental impairments had less participation…