Mainstreaming is as important for the autistic child as for any other individual with special needs, although modifications of the concept itself may be needed. Adopting a normalization principle, together with strategies designed to facilitate transition to more normal instructional settings, can improve chances for services. (Author/CL)

A study of 156 K-3 classrooms revealed that the Adaptive Learning Enviornments Model, an educational approach that accommodates, in regular classes, a wider-than-usual range of individual differences, can be implemented effectively in a variety of settings, and that favorable student outcome measures coincide with high degrees of program…

Results of a study involving 14 learning disabled students show that self-monitoring procedures are readily adaptable for use by learning disabled pupils in the regular classroom setting and that using self-monitoring procedures correctly is an important variable to consider when implementing them. (Author/CL)

Learning disabled adolescents can be helped to make sense of large amounts of material by a systematic study approach that builds on memory strategy. Such a strategy includes building on meaningful associations and recollections and using specific memory aids (such as kinesthetic, visual, and auditory rehearsal). (CL)

A special education teacher describes an approach to mainstreaming in which she accompanied mildly handicapped students into the regular class (grades six and eight). Team teaching and coordinated planning between special and regular education teachers were emphasized. The experience was positive in terms of peer interaction as well. (CL)

A videotape of a legally blind seven year old at home in her regular elementary class was developed for use as a learning tool for other teachers and classes and as a technical experience for the college student producers. (CL)

The article defines the principle of partial participation and individualized adaptations (which asserts that severely handicapped students can acquire skills to enable them to function, a least in part, in a variety of school and non school activities) and describes their use to generate functional school and nonschool curricula. (Author/CL)

One year has passed since the legislation mandating "mainstreaming" was enacted. Individual school districts have interpreted the laws for their own needs and have set up programs based on those needs. Although programs for the handicapped youths have increased, so has the isolation and segregation that permeated the sparsely existing…

Examples of disabled teachers are given, and their effects on the process and outcome of mainstreaming are examined. Experiences of teachers with physical, visual, hearing, and learning disabilities are cited. (CL)

Validation of a scale measuring preservice and inservice teacher attitudes toward mainstreaming is discussed. (JD)

A succinct overview of the provisions of PL 94-142 and its implications for educators. (Editor/SJL)

The development and operation of a successful volunteer program to assist in mainstreaming special education elementary students are traced. Recruitment, orientation, role responsibilities, and evaluation of the volunteers are discussed. (CL)

Presents one school's criteria for mainstreaming and its procedures for implementing mainstreaming. Emphasis is placed on determining that the student being placed in a regular classroom has demonstrated the academic and social skills needed to profit from such placement. (IRT)