Mainstreaming children with mild physical disabilities may contribute significantly to the development of positive self-image and normal social adjustment, as this account of one child's experience in changing from special education to regular classes suggests. (LH)

The article outlines an inservice training program for leadership personnel, special services staff, and regular classroom teachers which focuses on a comprehensive approach to successful implementation of P.L. 94-142 (the Education for All Handicapped Children Act), and provides for staff survival. (SBH)

Ten key issues and obstacles pertaining to mainstreaming are discussed, including redefining the relationship between special and regular education, the schock of normalization, recognition of physical and psychological barriers, teacher attitudes, labeling, and the individualized education plan. (DLS)

Vocational programs for learning disabled students provide motivation and a sense of accomplishment. Students are able to develop skills, knowledge, and attitudes that will prepare them for mainstream education and permanent employment. (JD)

This annotated bibliography cites a variety of books, journal articles, and ERIC documents that relate to changing emphasis and realities in teacher education. Special attention is given to the recent emphasis on human services education for teachers. (JD)

Because the physically disabled student must adjust to his/her inclusion into a nonhandicapped environment and to large group instruction simultaneously, the preparation of inservice teachers and nonhandicapped students should acquaint them with the physical, psychosocial, and academic factors associated with handicaps. (JN)

The purpose of the Illinois Technical Assistance and Dissemination Network is to provide technical assistance and resources to local school districts for the improvement of vocational education for special needs students. It includes an educational model designed to prevent the long-term personal and economic problems associated with youth…

Handicapped students have a right to participate in collegiate recreational programs, either on their present levels or on adapted levels. Programs should be flexible enough to adapt to a changing number of students and their recreational desires. (CJ)

The current status of secondary physical education is examined in five determinants of curriculum and in presentations of specific styles of physical education curriculum. Curriculum styles such as disciplinary, personalized, and social reordering are chosen based on students, teachers, schools, equipment, facilities, and subject matter involved.…

Outlines some future considerations for classroom teachers of special needs students. These include effective communication with parents, the community, and teachers of regular students, inservice training programs, peer teaching/tutoring, and inclusion of the student in committee meetings. (CT)

A model child evaluation center was established in a public school to demonstrate alternative methods for providing psychoeducational services, and function as a field training clinic for school psychologists. The center was successful in encouraging teachers to utilize consultative services, and in reducing referrals for psychological evaluation.…

The Massachusetts law which was a model for PL 94-142 has not served as intended. About half the decisions under the law result in a handicapped child being placed in a more restrictive situation. (Author/GC)

In response to PL 94-142, Northern Illinois University has developed a new concentration in its Elementary Education program--a minor in mainstreaming. The program is described and some evaluative data provided. One of seven descriptions in this issue of Dean's Grant programs for preservice training in PL 94-142. (SJL)

Under a research and development project entitled Reducing Isolation in the Mainstream, classroom teachers who had hearing impaired or vision impaired students in their classes were recruited to join special educators in investigating how to promote integration of handicapped students. (SBH)

Nigeria is starting to put into practice recommendations for blind children from the Oxford Conference of 1949. Recommendations include general and vocational education in schools adequately equipped and with qualified teachers, and education according to interest and aptitudes equal to what they would have received had they not been blind.…