The author reviews the background and development of the PAC (Parallel Alternate Curriculum) Program, designed to improve the learning of all students (including learning disabled students) by helping teachers maintain them in the mainstream classroom. Adminstrative support is cited as a key element in the program's success. (CL)

Integration practices of handicapped children at preschool level and the service model for therapeutic and social assistance in Arezzo, Italy are examined. Case studies of three severely handicapped integrated preschoolers illustrate the model's functionings. Theory and research supporting the model are noted, as is continuing research through…

The author describes his concerns over mainstreaming, especially as the practice applies to LD students. He quotes other special educators' misgivings about mainstreaming and decries the lack of long range planning in the field. (CL)

A structured small group instructional setting helps to teach mainstreamed handicapped preschoolers the skills necessary to interact with the classroom materials without direct supervision. Examples are cited of individualized play activities with puzzles, paint, and play dough. (CL)

Surveys of teachers of mainstreamed hearing impaired students revealed that information on hearing loss in general, techniques for attaining comprehension, expectation levels for hearing impaired students, effective techniques in teaching and managing behavior, and the use and effectiveness of amplifactions were the primary areas of concern.…

Guidelines are offered for regular classroom teachers dealing with students who have learning differences. Topics covered include assessment and referral, school adaptation, and background or prerequisite skills in reading, spelling, and handwriting. (CL)

Attitudes toward mainstreaming of 19 preservice teachers showed significant positive changes after participation in an introductory special education course and practicum experiences. Ss demonstrated greater acceptance of mainstreaming than either of two control groups (elementary education and special education majors). (CL)

An elementary school incorporates team-teaching mainstream experiences for hearing impaired students with access to a communication center that includes services of hearing resource teachers, speech and language pathologists, and audiologists. Students are paired with a hearing "buddy" for classroom activities. (CL)

Forty-two administrators surveyed regarding their attitudes to mainstreaming revealed that approximately 30 percent supported the special class model as the best placement for handicapped children, although approximately 75 percent believed that normally developing children profit from contact with handicapped children. (CL)

Regular teachers working with mainstreamed handicapped students may draw on classroom helpers, extra-classroom support, specialized equipment (such as low vision aid and modifications of standard audiovisual aids), staff designated responsible for students with special needs, and in-service training. (CL)

Results of a study involving five elementary behavior disordered students indicated that both silent reading of and listening to systematic previewed procedures were related to higher performance levels than when no previewing was provided. In addition, the listening procedure was differentially related to higher rates of words read correctly than…

The author suggests that, although the decision not to integrate exceptional students may appear realistic, it may actually be defeatist. Latent reasons, such as fear of failure and fear of social rejection, are seen to underlie academic arguments in some cases. (CL)

Analysis of four normal classrooms--each with one learning or behavioral problem (L/BP) student--and four problem classrooms--each with four to eight L/BP students--with the Barclay Classroom Climate Inventory yielded such findings as that problem classrooms have lower control and stability and more introversion and seclusiveness. (MC)

Regular and special elementary level educators completed questionnaires on specific social skills critical for success in the mainstream setting. Three general social skill areas and 15 competencies were identified. Differences between regular and special educators and primary and intermediate level teachers were identified. (Author/CL)

Recent studies on the integration of handicapped with nonhandicapped preschoolers and its effect on social interactions are reviewed. Studies include those reporting the spontaneous occurrence of social interactions between young handicapped and nonhandicapped children and those reporting the need for structure and training to facilitate…