Describes the experiences of a blind sixth grade boy who has been in regular classes since kindergarten. Briefly discusses things that his parents and school personnel have done to help him adjust to his handicap and function as a typical child. (JMB)

President Carter's approach to financial management is discussed as it applies to the trend of returning greater numbers of exceptional children to the instructional mainstream. (SBH)

Available from: Special Education in Canada, Dave Muir, Subscription Manager, 12 Doucett Place, Scarborough, Ontario M1G 3M2. Described is an approach to mainstreaming hearing impaired students which uses interpreter-tutors. (CL)

Discusses the characteristics of children with Down's Syndrome in relation to mainstreaming these children into normal preschool classes. (SB)

The article describes a program in which deaf students from a Canadian residential school for the deaf attended a regular high school for certain subjects. The program's success is attributed to planning, adequate staff support, and the fact that students maintained their positions of leadership in the residential school. (Author/DB)

Special considerations in interpreting for hearing-impaired children in mainstream programs, including the variety of accompanying roles and responsibilities are addressed. Excerpts are presented from interpreter guidelines developed by one countywide mainstream program. Greater attention to preparation, evaluation, and certification for…

A sociometric rating scale was administered to 46 mainstreamed learning disabled (LD) students. LD and nonhandicapped (NH) students did not differ significantly in regular classroom sociometric status. In addition, LD pupils were as well known as their matched peers and rated fellow LD students in the same classes higher than did NH raters.…

The article describes three preschool units for children with special educational needs and considers the problems in integrating them into the mainstream. They note that true integration must include involvement of parents and collaboration with teachers. (CL)

Vista College has always placed high priority on making its classes available to disabled students. When public demand mandated instruction in microcomputers, a program was designed to be accessible to handicapped and able-bodied individuals. Describes how this program was achieved and the success of the college's computer learning center. (JN)

A teacher describes her experience trying to mainstream a manipulative disabled child and her techniques for demanding academic work from him. (MT)

A hearing impaired undergraduate participated in all class lectures, classroom drills, and examinations involving oral dictation of transcription in a mainstreamed summer session. Success was ascribed to the university's use of cued speech, a phonemic system compatible with phonetic analysis and transcription. (Author/CL)

Intended for regular class teachers working with mainstreamed physically handicapped pupils, the article offers guidelines regarding school organization, conditions directly affecting the pupil, and classroom considerations. A brief review of the major conditions (such as allergies, cerebral palsy, and muscular dystrophy) is presented. (CL)

Regular and special educators (N=334) identified the social skill competencies necessary for successful performance in secondary mainstream settings. Competencies fell into three major areas: appropriate work habits, respect for others and their property, and ability to follow school rules. (Author/CL)

The author describes his experiences as the only physically disabled child in his elementary school and later as one disabled student among many in a special school. (CL)

The article discusses general classroom management suggestions to help the learning disabled student achieve in the regular classroom. Suggestions address aspects of orientation/organization, physical environment, directions, instruction, memory, assignments, worksheets, and evaluation. (CL)