This paper discusses the problems encountered by the physical education department of a school of education as the educators prepare to upgrade the curriculum to meet the demands of the Education for All Handicapped Children Act (PL 94-142). An example of competencies necessary to implement the requirements of the Act is presented. The means by…

One of five booklets designed to help vocational education teachers and administrators relate more effectively to handicapped students in their classrooms, this booklet suggests that the outcomes of handicapped pupils who are integrated or mainstreamed into the regular vocational education program differ only slightly from those of non-handicapped…

The issue of Directions contains 10 articles which address the question of what, besides the legal mandate, does it take to make placement and programing work for hearing impaired individuals. Entries include the following titles and authors: "The IEP (individualized education program) and Deaf Children" (M. Deninger); "The Deaf Child and the…

Four steps should be taken in developing correct physical education programs for handicapped students. Assessment of student need is the first step, and a growing number of assessment instruments are available which provide information on basic locomotor skills and patterns and on physical and motor fitness. They are comprised of items that sample…

This booklet defines mainstreaming procedures through brief responses to questions on: students that should be mainstreamed; the most effective time for mainstreaming a student; why mainstreaming is effective for children with special needs; and how the move from special education to regular class placement can be facilitated. Profiles are…

The report details the case studies of six families with disabled children, ranging in age from 6 to 18 years, as part of a study to investigate the impact of P.L. 94-142 (the Education for All Handicapped Children Act). An introduction points out that a naturalistic case study approach was used to address the parents experiences with P.L. 94-142,…

Acceptance of handicapped students by their peers is a major component of success in the mainstreamed classroom. How teachers plan for interactions and lessons determines the degree to which social acceptance is achieved. The teacher's behavior models desired social acceptance, and the structure of learning activities evidence academic…

Meeting the needs of a wide range of student abilities in the classroom taxes the talents of educators. If mainstreaming is to be effective, interactions in the mainstreamed classroom should be supportive of students' learning abilities. Since they shoulder the major responsibility of effective mainstreaming, teachers need information and support…

The District of Columbia Public Schools' Special Education Television Reading Program was a one-year program designed to improve reading skills and achievement through the use of intrinsically motivating materials and activities and to serve as a vehicle for students to move from special environments to the mainstream of regular education.…

A report is given of a fifteen-day summer workshop sponsored by the Teacher Corps. The workshop was held in Chicago, Illinois and involved faculty from the Hyde Park Career Academy, Dumas Elementary School, representatives from the Community Council, and interns from the Teacher Corps Member Training Institute. The focus of the workshop was on…

Guidelines are presented for organizing programs and modifying activities in physical education programs for children with a wide range of physical and emotional disabilities. The guidelines should result in a program that allows students to work to their maximum potential within the framework of regular physical education classes. In planning the…

The document is the third in a series of reports on progress in implementing P.L. 94-142, the Education for All Handicapped Children Act. Six chapters each address a particular question regarding implementation. Chapter 1 investigates the numbers and types of handicapped children being provided special education and related services, and examines…

The purpose of this investigation was to identify differences among normal children, learning disabled children, educable mentally handicapped children, and trainable mentally handicapped children in motor skill abilities and to develop profiles to demonstrate these differences. Subjects of the study were all educable and trainable mentally…

An inservice mini course training program at Jackson State University was designed to prepare educational personnel for teaching mainstreamed handicapped children as mandated by Public Law 94-142 (Education for All Handicapped Children Act). The mini course approach was selected as it is of short duration and is widely preferred by teachers. Among…

A training program for undergraduate majors in education that prepares them to teach moderately, severly, and profoundly handicapped students in the public schools is described. Responsibility for teacher training is conceived as a partnership in which the university and various public and private service agencies cooperate. The university…