The resource room concept need not be considered as merely an alternative learning environment for handicapped children but can aid in the improvement of general education so that fewer children need specialized services and in the provision of services for children who still require specialized instruction. (DB)

Teacher-student interaction patterns in 12 third-grade mainstreamed classrooms were observed with four groups of students: nonhandicapped high achievers, nonhandicapped low achievers, learning disabled, and behaviorally handicapped. Although the behaviorally handicapped students were treated differently by their teachers more frequently than the…

The components of a secondary level vocational program for mildly handicapped students should center on teaching skills needed in locating, securing, and maintaining employment. A framework for planning and evaluating teaching-learning activities from a student centered and programmatic perspective is provided (SEW)

Surveyed parents (N=159) of learning disabled, mentally retarded, and emotionally disturbed children regarding their reactions to mainstreaming handicapped children. Results indicated that parents of learning disabled children were significantly more supportive of this educational procedure than were the other two groups of parents. Possible…

Compared college professors' (N=37) and classroom teachers (N=96) views of competencies necessary for mainstreaming. The results indicated that teachers attach more importance to the set of competencies than do professors; there were significant differences between the two groups on approximately one-third of the items. (Author)

The Lehigh Valley (Pennsylvania) Conservancy considers questions of suitability and accessibility first in designing environmental education activities for elementary school students. Several programs are summarized, and experiences with mainstreaming disabled children in outdoor activities are discussed. (Author/WB)

The article discusses the five issues considered as part of EduTech, a project to find technological applications that will help resolve service delivery issues in special education. (SB)

Discusses a study estimating the instructional, administrative, and per-pupil costs of implementing school-based support teams in special education programs in three New York City districts. Draws on the results to describe the problems of defining and estimating special education costs in urban schools, and of interpreting cost-related…

Congressional testimony for the Education for All Handicapped Children Act of 1975 clearly articulated the importance of physical education in the development of handicapped children. Physical education is defined as the development of lifetime and team sport skills and games. The prerequisites to the development of sport skills are physical and…

Argues that regular class placement is inappropriate for the special student because (l) regular classes are too competitive; (2) rejection by other students may occur; and (3) the regular class teacher lacks the necessary special training and support. Suggests upgrading special classes and seeking other methods of integrating students. (SJL)

As its name implies, the Education for All Handicapped Children Act of 1975 was full of promise for handicapped students and their parents. The authors examine the gap between the philosophy and the reality of six promises made in P.L. 94-142. (Part of a theme issue on mainstreaming.) (Editor/SJL)

While socialization is a worthwhile outcome of mainstreaming, it is not sufficient in itself to merit placing a mildly handicapped student in a regular classroom; primary attention in mainstreaming decisions must be given to the instructional setting, the learners, and instructional conditions. (Part of a theme issue on mainstreaming.) (Author/SJL)