The paper addresses the issues of testing modifications with handicapped students in Houston (Texas) Independent School District. Using descriptive data, the performance of secondary mainstreamed and nonhandicapped students on course proficiency field tests without modifications are compared. Approximately 65% of the mainstreamed students were…

A system developed by R. Holcomb is contrasted favorably with other unplanned efforts at mainstreaming deaf children that are said to result in irreversible educational and psychological damage. (GW)

The second of three booklets developed by Project MAY (Mainstreaming Activities for Youth) is intended to aid youth serving agency personnel in planning, organizing, and implementing the mainstreaming of handicapped youth into regular programs. Eight steps in a planning/program development model are explained: describing the present program,…

The third of three booklets developed by Project MAY (Mainstreaming Activities for Youth) is a personal guide for youth serving agency personnel involved in the planning, development, implementation, promotion, and evaluation of a program to mainstream handicapped youth. The document contains the following: a checklist on the staff/agency…

The paper describes a junior high school mentor program for gifted students. Noted among responsibilities of the coordinating teacher are finding a mentor to guide the student and arranging for the student's classes to be covered while he is away on field trips or in meetings. College students, nonpracticing teachers, hobbyists, and professional…

Presented is a collection of essays reporting on a number of different inservice programs designed to prepare teachers to deal with the requirements of Public Law 94-142, which requires equal education for handicapped students via a mainstreaming approach. Included in each article are names and addresses of contact persons for further information.…

The paper examines the extent of integrated placement (Mainstreaming) of hearing impaired children in the United States and describes a variety of educationally salient characteristics of these students. As compared with hearing impaired children in other types of educational programs, students in integrated programs are reported to have…

The discussion of educating handicapped children without special classes emphasizes the importance of looking at the educational process in socio-psychological terms. Referred to are some of the unsuccessful results of segregating students, such as achievement of similar or smaller academic gains, perpetuation of much of the mild mental…

The investigation to determine teacher attitudes toward regular class placement for handicapped children included an opinionnaire, eight personal contacts with teachers, and four observations. Results indicated that every teacher answering the opinionnaire agreed that class progress was not impeded by presence of the handicapped student. The…

Guidelines are provided for the teacher who has a blind student in the class. (JD)

Specific suggestions are made to help a teacher communicate successfully with a deaf child. (JD)

The article describes mainstreaming of hearing impaired and deaf students in Germany, Austria, and Switzerland. (PHR)

The author discusses what mainstreaming is, reasons for mainstreaming, Public Law 94-142, and preparing personnel for mainstreaming. (MF)

The article examines some of the unique issues involved in mainstreaming preschool and kindergarten emotionally disturbed children. (Author)

A physically handicapped teacher discusses her own school experiences, emphasizes the importance of allowing handicapped children to be independent, and warns against stereotyping on the part of teachers. (JD)