The author describes a resource room program to help junior-senior educable mentally retarded students in a modified open classroom designed to facilitate learner involvement on an individualized basis and to emphasize affective growth. (SBH)

Educable mentally retarded children were mainstreamed into regular elementary school classes. Experimental subjects worked on a multimedia project with four to six nonretarded classmates. After eight weeks of treatment, the nonretarded children's acceptance of their experimental peers improved significantly more than that of the control children.…

A new wave of youngsters--those with disabilities of all kinds--is heading for America's public schools. But the assimilation process will take time and lots of money. (Editor)

A sample of 61 teachers were asked to complete the Leary Interpersonal Check List on Hypothetical EMH, LD, and normal 10-year-old males. The teachers also answered 15 multiple choice questions on mainstreaming. Findings indicated that the three teacher groups were in agreement in viewing the child types differently. (Author)

There is a need for a systematic evaluation of the socio-adaptive aspect, (peer group and teacher attitudes) within integrated educational programming for educable mentally retarded children. (Author/JYC)

In the context of mainstreaming handicapped students into the vocational classroom, the author presents legislative information for vocational educators and discusses current skills. He concludes by describing a workshop designed to meet the needs of these teachers. (BM)

The study sampled 145 elementary school handicapped children in order to compare a mainstreamed and self-contained special education program in a large urban school district. (Author/PHR)

Problems in implementing the Education for All Handicapped Children Act (PL 94-142) and the Teacher Center Act (PL 94-482) are described. Optimism is expressed over the possibilities of staff development in Teacher Centers to meet the demands of PL 94-142. (MJB)

The authors discuss concerns and practical suggestions involved in the education of multiply handicapped children in the following problem areas: first aid, emergency care and disaster planning; sanitation; environment; safety in routine and supplemental activities; therapy procedures; and staff protection, training, orientation, and special…

Focuses on the characteristics of schools with differing internal grouping policies, particularly regarding comprehensive schools. The intent was to learn whether mainstreamed or non-mainstreamed schools tend to have significantly different intakes of children, in terms of their social background. (Author/RK)

Investigated with 258 regular or special education teachers was the effect on teacher expectations of describing mildly handicapped children in terms of labeled (learning disabled, retarded, or emotionally disturbed) behavioral descriptions or of non-labeled behavioral descriptions. (MH)

The second of three articles on the "individualized education program" concept set forth in P.L. 94-142 points out the importance of teacher training in making the idea work. (Editor)

A home economics teacher of educable mentally retarded (EMR) students describes their basic characteristics and suggests ways of responding to their needs within the regular classroom. (JT)

Federal vocational rehabilitation, social, and educational legislation since 1917 is reviewed as it pertains to education of handicapped and disadvantaged students. Implications for industrial education programs and for teachers of the special needs students are included. (MF)

Discussed are implications of recent studies investigating procedures for structuring peer imitation and peer reinforcement with retarded preschool children in a mainstream setting. (Author/IM)