Both segregated and desegregated school models for severely handicapped students are considered, and an individualized transition plan is proposed. Among the plan's major components are that it must be comprehensive, involve parents and guardians, require actual participation of both sending and receiving personnel, and include the focused…

Differences were found between perceived concerns of teachers who had (group 2) and teachers who had not (group 1) taught the physically handicapped. The major concern expressed by most of group 1 teachers involved toileting responsibilities, while the major concern of group 2 teachers was lack of materials. (SB)

The attitudes of 40 special education teachers, 40 regular teachers, and 40 nonteachers toward mainstreaming handicapped individuals were assessed by a mainstreaming opinionnaire, a 30 item Likert type scale consisting of two subscales--academic costs of mainstreaming and socioemotional costs of segretation. (Author)

Findings indicated that the importance of effective transition was recognized and that transition procedures were written into many programs, but were not followed in practice. Journal availability: see EC 133 846. (Author)

The author presents guidelines developed from a teacher in-service training program in San Antonio (Texas) designed to instruct regular education teachers in specialized methods, curricula and materials, and management techniques for use with integrated handicapped students. (SBH)

Problems regular teachers have in providing for the handicapped student before an appropriate program or placement has been implemented are discussed. The need to provide a psychologically safe environment and accommodate any language difficulties is stressed and independent work activities are suggested. (PHR)

Ten suggestions for successful mainstreaming on a preschool level are presented. Among the suggestions included are to provide an interaction structure in some play situations, discipline handicapped the same as other children, establish realistic goals, and be honest. (PHR)

The author discusses the policies of two teacher organizations--the National Education Association (NEA) and the American Federation of Teachers (AFT)--regarding the implementation of P.L. 94-142, the Education for All Handicapped Children Act. Cautious acceptance of mainstreaming is noted and guidelines are seen to reflect both instructional and…

The article examines misconceptions regarding learning assistance, a term referring to financial support given to school systems to help them develop noncategorical services for mildly handicapped students. Confusion between this term and learning disabilities is noted. (CL)

An account of a special teacher workshop to deal with the practical realities of mainstreaming is given. (LH)

The reintegration of handicapped students into mainstreamed classes is discussed. (Author/PHR)

The author reviews problems in mainstreaming exceptional children and discusses conditions necessary for success. The importance of highly individualized teaching methods and use of special instructional materials is stressed. (CL)

The article presents the viewpoints of G. Ginsberg and A. Weiner in response to nine questions about gifted children. (PHR)

During the 1980s, least restrictive environment (LRE) became confused with mainstreaming. In the 1990s inclusion has become equated with LRE. Viable alternatives are needed if LRE is to achieve its original intent. (SK)

The article describes the Intervention Program for handicapped children (birth to three years) and their families located at the University of California, Los Angeles. The program served 139 children and their families using a model which emphasized integration of young handicapped and nonhandicapped children within a developmental educational…