Suggestions for implementing cooperative learning strategies with mildly handicapped students in mainstreamed, resource room, and self-contained classroom settings are given. Guidelines are presented for: selecting a format for cooperative learning; establishing working guidelines; forming groups; arranging the classroom; developing cooperative…

The Minnesota Marking Attitude Scale was administered to regular and special education teachers. Results indicated that regular educators believed that marks have a positive influence on students while special educators believed marks exerted neither positive nor negative influence. Assigned marks, attitude scores, and teaching experience were not…

The effects of age; disability (educable mentally impaired, emotionally impaired, and learning disabled); and time interval on the percentage of time spent in the regular classroom were studied over a three-year period. Reading, spelling, and mathematics achievement were also examined. (Author/GDC)

The author makes suggestions for teachers of special education students concerning accommodating individual needs. The suggestions include: (1) adjust the level of difficulty appropriately; (2) make only those changes which are really necessary; (3) give the poor reader a break; (4) make notetaking easier; and (5) teach for attention,…

Describes the response of science educators in Great Britain to the 1981 Education Act and the Warnock report which involves the integration of handicapped children into normal primary and secondary schools. Discusses the materials available and provides hints for dealing with the special needs of students. (JM)

The medical model of handicaps compartmentalizes and judges handicapped people. Physicians have played a crucial role in diagnosing mental deficiency, explaining its causes, and developing treatment programs in England. The prejudices inherent in the medical model must be discarded in order to meet the educational needs of disabled children. (IS)

Research contrasting special class placement, partial mainstreaming, and complete mainstreaming of students with mild academic handicaps is critically reviewed. Also reviewed is recent research on programs designed to improve the outcomes of mainstreaming, particularly programs directed at diminishing the rejection of students with mild academic…

Presents seven teaching strategies for use in "whole class" settings that can help the content area teacher deal with the reading needs of mildly handicapped students. (HOD)

The responses of 205 regular classroom teaches to the Rucker-Gable Educational Programming Scale were factor analyzed. Results indicated that the instrument measures four dimensions, accounting for only 42 percent of the total variance. Estimates of internal consistency for the scores and subscores were also modest. (Author/BW)

Addresses the problems of special education in the larger context of curriculum theory. Points out the inadequacy of considering such issues as mainstreaming, identification of exceptional students, and teacher training in isolation from more fundamental questions of learning goals or outcomes. (TE)

This book provides guidance to facilitate the inclusion of students with disabilities in general education classrooms, examining the concept of disability and attitudes toward disability. The book explains that the evil prosthesis of Captain Hook, the comical speech of Porky Pig, and the bumbling antics of Mr. Magoo are all examples of images in…

As classrooms change and become more student-centered, it is essential to provide preservice teachers with opportunities that enhance their learning of different strategies. One strategy commonly seen in student-centered classrooms is the use of learning centers. This study began when three primary teachers (two third grade teachers and one…

This book provides teachers with an overview of what English language learners require to become successful language and curriculum content learners, focusing on primary and junior grades. It helps teachers distinguish between students who need English-as-a-Second-Language (ESL) tutoring and those who may have cognitive deficiencies. The book…

This final report describes activities and accomplishments of National TEEM Outreach, a 3-year project designed to support the inclusion of young children with disabilities in kindergarten and subsequent general education classrooms in 12 school districts located in 5 states. The project focused on disseminating and replicating the previously…

This paper describes Camp Ramah, a residential summer camp in Central Ontario that offers a one month program for adolescents with developmental disabilities. Up to 15 special needs campers, ages 12-25, participate with up to 400 campers and 150 staff in a residential camping experience. Most campers have mild to moderate mental retardation, some…