Despite the ambiguous nature of current research on mainstreaming, several points seem clear: (1) appropriate training for persons working with handicapped children is extremely important; (2) without adequate support personnel in the classroom, mainstreaming will fail; (3) mainstreaming and its evaluation are related to social forces and values.…

Aspects of a training program for a learning disbilities (LD) classroom teacher or resource teacher are discussed. Internship is a valuable tool for learning practical experience and clarifying roles. Inservice training programs are essential to meet the increased needs in this specialty. (PHR)

Described are: a banking token economy to increase math skills of learning-disabled and emotionally disturbed boys (11 to 14 years old); task analysis approach to individualizing instruction for mainstreamed learning-disabled students; language and reading instruction for mainstreamed deaf and hearing-impaired students; and a music program for…

To assess the delivery of support services from resource room teachers to regular elementary teachers involved in mainstreaming learning disabled students, the Index of Support Services (a list of 26 services) was developed and distributed to 228 regular educators for rating. (Author/SBH)

Gypsy children have been disadvantaged in education by poor attendance and parental attitudes toward education and child rearing. The Portland Schools' Gypsy Education Project attempts the gradual mainstreaming of Gypsies into regular classrooms through special group instruction within a normal elementary school environment. (SK)

Moving the handicapped student into the mainstream of university life requires a specialized delivery system. Student services personnel can help with special needs, locating resources and career counseling to help students reach their potential. (JAC)

School psychologists (30 Ss), learning disabilities teachers (51 Ss), regular class teachers (33 Ss), and learning disabilities supervisors (16 Ss), were asked to rate the importance of 41 criteria for determining a learning disabled child's readiness for mainstreaming. (Author/SBH)

The analysis of preschool mainstreaming focuses on theoretical amibiguities, research gaps, interpretations, and procedures. Varied legal, professional, and educational definitions and interpretations are cited, and responses to a survey regarding the definition of mainstreaming completed by 47 Head Start project coordinators are analyzed. (CL)

An in-service model for mainstreaming mildly handicapped children is described which combines competitive, accommodative, and problem solving approaches. (CL)

A nationwide survey of 31 residential summer camps indicated that disabled and nondisabled campers attended the same camp sessions; that camps served youth with a wide range of disabilities; that disabled and nondisabled campers jointly participated in meals, recreation, evening programs, and arts and crafts; and that camps were willing to…

Interviewed parents and staff of Stepping Stones, a project to transition severely disabled children from home-based intervention program to preschool, to identify concerns and information needs. Found that parents were unsure about educational objectives for non-disabled children at the preschool and were therefore uncertain about what to expect…

Of 78 student teachers, 35 took a course on special education/mainstreaming, 20 participated in 1-semester professional development (PD) institutes, and 23 took a 2-semester professional development school practicum. The field-based PD programs increased student teacher contact with special needs students, improving attitudes toward inclusion and…

This study compared perceptions of staff in self-contained programs and mainstreamed programs for students with emotional and behavioral disorders (EBD) in a district committed to inclusion, interagency coordination, and staff training. Well-established self-contained programs were perceived as superior to relatively new mainstream programs in…

Investigates the type of stressors encountered by ESL/bilingual teachers and the strategies used to cope with them. Findings reveal that these teachers viewed preparation of students for problems outside their class more stressful than preparation for problems within and were more likely than regular education teachers to share stressors with…