Twelve elementary teachers deemed successful with mainstreamed handicapped and regular students were observed, interviewed, their daily records examined, and assessed by self-report to measure 74 teacher variables. Results suggested a tentative profile of teachers effective with mainstreamed students. (CL)

High levels of social interaction skills were not necessarily correlated with teachers' perception of success for 15 moderately/mildly handicapped kindergarteners, while task behavior and independent task performance were. (Author/CL)

Mainstreaming the exceptional child necessitates that regular and special teachers work much more closely today than in the past. The most important element for successful mainstreaming is effective communication. This article describes the collaborative consultation model as one approach to attaining good, effective communication. (Author/CL)

A special education administrator raises questions about separating learning-disabled students from the regular education classroom for specialized instruction, proposes strategies to accommodate learning difference and address specific learning needs in the regular instructional program, and suggests the need to reevaluate the benefits derived…

A 10-item questionnaire was administered to investigate attitudes of parents of nonhandicapped children toward mainstreaming of handicapped children. Responses indicate a high degree of ambivalence toward its impact on educational quality. (TE)

The social behaviors of seven handicapped and five nonhandicapped preschool children in an integrated classroom were monitored during free play. Results showed some level of interaction between handicapped and nonhandicapped children in over 50 percent of all nonisolate intervals. Although both groups of children demonstrated a preference for…

The model to aid regular teachers in providing the most personalized attention to the greatest number of mainstreamed students is presented. Descriptions and illustrations of students' responsibilities (following directions, approaching tasks, obtaining assistance, gaining feedback, and gaining reinforcement) and teachers' responsibilities…

Describes the impact of a 1975 federal law mandating free and appropriate public education for all handicapped children. Several activities are suggested for media specialists to prepare themselves for mainstreaming.

Describes a successful program in which handicapped students of all kinds are included in a regular school. A prominent part of the program is the peer tutoring given the handicapped students. (IRT)

Only a few studies have addressed the question of whether the learning of nondisabled students will suffer in inclusive classrooms. Surveys of parents and teachers generally say that they see no harm to the nondisabled children. Only one study has addressed the issue of whether nondisabled students will receive less attention from their teachers,…

Children labeled neurologically handicapped subsequent to psychological and medical evaluation were exposed to treatments: (1) placement in a self-contained classroom; (2) retention in a regular class with help from tutors; (3) retention in a regular class with no extra help. Effects on academic achievement and visual-motor functioning showed no…

Some handicapped children attain higher social and academic success in the regular classroom with supportive personnel. (Author)