Social cognition is defined as a new field in psychology which emphasizes cognitive processes. It is concerned with how people interpret and construct their social environment. Selected aspects of this field are reviewed. These include perceptual salience, causal attributions, and indirect ability communications. Their pertinence to the…

Intended for use with preservice regular class teachers, the manual presents activities to provide an orientation to handicapped students. Information is included on objectives, time requirements, materials, and procedures. The first section focuses on attitudes and includes eight activities designed to help educators clarify their feelings about…

The proceedings from a 1980 conference on secondary education of the handicapped presents 32 papers on the topic along with 6 papers not presented at the conference. A keynote address by P. Fanning, which considered future needs and trends in secondary programing is summarized. Additional papers touch on such issues as Project NEEDS (a…

The focus of this paper is the effect of teachers' expectations for their students on their own behavior, on the classroom environment, and on learning. Literature is reviewed and integrated, and an assessment system for matching individual students with learning environments is presented. Section one reviews literature on the following topics:…

A redesigned preservice education curriculum, conceived to strengthen ties between special and regular elementary teachers, featured the extensive use of practicums and student teaching. A questionnaire was developed to secure external evaluation and validation of the program. The specific research objective was concerned with how members of the…

A discussion is presented on classroom learning centers specifically designed to teach a concept, a unit, or a larger part of the curriculum. The four basic types of learning centers (diagnostic, enrichment, motivational, prescriptive) are described. Examples are given of how learning centers may vary, depending upon their objectives, and a…

Although mild retardation is generally assumed to be an inherited trait, socio-cultural factors, such as deprived cultural environment, health-threatening conditions, and school labeling processes exacerbate the problems of the learning disabled child. In this booklet, the causes of mental retardation are considered, and techniques and strategies…

The handbook provides broad guidelines, suggestions, and descriptions of effective mainstreaming practices in New York City Public Schools. An initial section reviews factors related to successful mainstreaming, including effective school environment, strong administrative leadership, and parental involvement. Eight general principles for…

Criticized are conventional special education approaches which are said to diagnose, label, and exclude handicapped children from educational services; and described is the diagnostic prescriptive teacher model developed at George Washington University in Washington,D.C. (DB)

Presented is the administrative and resource personnel kit developed as part of Project TEAM (Teacher Encouragement to Activate Mainstreaming) to improve attitudes and skills of regular secondary teachers working with educable mentally retarded or educationally handicapped students. Sections of the kit include an introduction, a listing of the…

A survey including 224 elementary, middle, and Black public school teachers from rural and urban Georgia school districts was conducted to examine basic knowledge about and attitudes toward educable mentally retarded (EMR) and trainable mentally retarded (TMR) learners. The survey instrument focused on basic knowledge of the handicapping…

The relationship between reading achievement, class placement, and self-concept was investigated with three groups of educable mentally retarded (EMR) male children between 102 and 144 months old: 30 Ss enrolled full-time in a special class, 30 Ss enrolled in the fourth grade regular classes, and 30 Ss integrated in the regular fourth grade…

Presented is the annual evaluation report on the Instructional Model Program for All Children and Teachers (IMPACT), a project for training both regular classroom teachers and special education teachers of students in grades k through 8 to alter the educational environment, thus enabling many handicapped children to be served as they are…