Reported is the 1970-71 school year of Vermont's Consulting Teacher Program (Chittenden Central) during which consultants assisted 36 regular and special classroom teachers in individualizing the instruction of 88 handicapped elementary school students. Such program objectives are identified as the retraining on two levels of 40 regular class…

Reported are service and research projects which consultants from Vermont's 1970-71 Consulting Teacher Program (Chittenden South) helped teachers to implement to improve the social and academic behaviors of 269 handicapped learners in regular elementary classes. Such program aspects as inservice education, consulting activities, parent…

Presented are three examples of the use of the behavior model to provide special education within regular high school classrooms. The first example describes a math teacher's use of minimum objectives and free-time reinforcement in individual contingency and team contingency situations to motivate students to complete assignments. It is explained…

A 3-year Title III project provided inservice training to 183 elementary teachers in methods of improving behavior, academic performance, and affective reactions of children with socio-emotional conflicts treatable in the regular classroom. The program included summer workshops and released-time training during the school year in indepth…

Presented are results of a project which reviewed and critically analyzed the research literature and produced a bibliography of 291 books, reports, and articles related to the mainstreaming of preschool handicapped children. It is explained that major project activities involved searching the literature, interviewing experts in early childhood…

This literature review on learning disabilities contains information on diagnosis, teacher qualifications and training, the learning environment, curriculum, perception, and integration as well as an annotated bibliography of approximately 80 items. Following the review of research and opinion in each section are questions which are thought to…

Presented are 14 articles or monographs which focus on educational strategies involved in the integration of handicapped children into Head Start projects. Two introductory articles describe classroom techniques Head Start teachers should use in integrating handicapped children into regular classrooms and discuss the nature of handicapping…

Reported was a project in which 60 educable mentally retarded (EMR) and 30 educationally handicapped (EH) elementary school students were placed in regular classrooms to determine whether they could be effectively educated in those settings. Effective education was defined in terms of improvement in reading, mathematics, student and teacher…

Numerous problems which teachers may have with gifted students in their classes are listed and several possible solutions are suggested in outline form for each problem. Problems covered are of six types: intellectual problems of individual gifted students (arising from abilities superior to those of their classmates); study habit problems of…

Research on the efficacy of special classes is reviewed in terms of academic achievement, personal and social adjustment, and the role of labeling. (CL)

The author describes how the Pittsburgh (Pennsylvania) public school system changed its mainstreaming vocational program for educable mentally retarded students from child care to care-giving. Illustrating the change model, the child care curriculum was modified to include care of the aged and the retarded. (MF)

Discusses work-education programs for special needs students, individualized education programs for handicapped learners, teacher-coordinator skills, and different types of work-education programs for special needs students as part of the regular related class. (MF)

Significant predictors of a positive attitude toward mainstreaming include: team teaching, years of experience (negative correlation), courses in diagnosing learning and behavior problems, previous special education teaching experience, special education courses, size of class, and inservice program experience related to exceptional children.…

Teachers and peers rated retarded children on the dimensions of misbehavior and academic performance. Perceived academic incompetence was associated with educable mentally retarded children's level of social acceptance, whereas perceived misbehavior was associated with social rejection by peers. Amount of exposure to nonretarded children did not…