In placement decisions necessitated by PL 94-142, the multidimensional team approach may be hindered by group problems. The more structured nominal group technique (NGT) is suggested. NGT has six steps: silent, written generation of ideas; round robin reporting; group discussion for clarification; preliminary priority vote; discussion; and final…

Examines the areas in which educational misconduct involving handicapped students is likely to occur. Argues for accountability for such misconduct and discusses why remediation should be by common law tort action. Explains why the Handicapped Children Act procedures are not appropriate in litigation. (MD)

Since 1872, legislation has required that some education be provided for all Scottish children. Legislation affecting the schooling of mentally handicapped children since then is discussed. A trend away from institutionalization toward more localized and individualized treatment is noted. Despite progress, problems exist in training teachers and…

The forces for the segregation of mentally handicapped children still predominate over the forces for integration in Great Britain. The desire to keep the mentally handicapped segregated comes not from educational or medical considerations but from the stratified nature of the educational system and the political agenda of the conservative…

The weight of evidence to date suggests that distinctions among traditional remedial and special education classifications do not correspond to distinctions in the instructional approaches that are needed. Direct teaching of basic skills and frequent assessment of pupil progress seem to be effective for all children with academic difficulties.…

The school inservice coordinator for mainstreaming (SICM) is responsible for training regular class teachers and administrators to deal with handicapped students. SICMs are trained via workshop, courses, group meetings, and practica. Pre and post data for SICMs in two Maryland counties show growth in content knowledge and understanding. (CL)

Discusses the problems involved in integrating physically disabled children into ordinary schools in England. Problems of coordination with health agencies, devising educational plans, and modifying the school environment are illustrated through a case study of a disabled child. Other issues are teacher training, responsibility for preparing the…

Describes a study that examined relevant teaching practice in British schools during 1982-83. This article summarizes the findings in relation to the academic organization of schools, the modification of curriculum content, staffing and pedagogical considerations. (Author/CT)

Mainstreaming malpractice results from placement of a disabled child into an inappropriate environment. The events which led to the present status of mainstreaming in physical education are explored in this article. Recommendations for alternative placement of children with special psychomotor needs are offered. (DF)

To offer public school programs that address learning needs of chronically ill children, schools must first clarify the role of education. This paper discusses major policy-relevant issues and suggests how some of these students' needs can be addressed by the schools. (DF)

Mainstreaming is appropriate to home economics, where independent living skills are taught. Handicapped students can be integrated successfully into an already full and busy classroom. Suggestions to help teachers inexperienced in special education grow in acceptance and specific special education concept guidelines for necessary curriculum design…

The article discusses a competency-based training program for regular teachers who are mandated to receive mildly handicapped children in their classes. The program is built around eleven audiovisual modules and leads to competencies in developing individualized instruction.

Investigated were attitudes of members of the faculty of the University of Pittsburgh toward admission of physically handicapped students to their departments. (IM)

This book examines the key influences behind the moves towards inclusive education and inclusion in mainstream society. The first of its kind anywhere in the world, this seminal work features more than 50 extracts from key documents and classic texts, alongside illuminating commentaries by two experts in the field. It demonstrates that moves to…