Placing socially rejected handicapped students with popular nonhandicapped students for cooperative nonacademic tasks is one approach to easing handicapped students' transition into the mainstreamed classroom. Teachers can group children according to sociometric techniques. (CL)

Among findings were that relative locations of special education classrooms are similar for both urban and suburban school systems and that the locations of special education classrooms tended to be closer to the mainstream rather than distant. (SW)

The article outlines a workshop on hearing impairment that can be presented by a speech-language pathologist to regular educators. The presentation is divided into 11 sections, covering topics which include hearing aids/amplification, classroom management, communication skills, and peer interaction. (Author/SW)

The importance of an educational approach to the mentally retarded is that it forces professionals to perceive the mentally retarded as those who develop slowly, but could advance more rapidly if everything were appropriate in their environment. (Author/BRR)

Suggests ways for the regular classroom teacher to cope with learning disabled students in a mainstreamed setting. (AH)

A controversy has arisen about the implications of the phrase "least restrictive environment" for the physically handicapped. School decision makers must consider carefully whether or not less physically restrictive settings may be more psychologically restrictive. (SK)

The article describes the diagnostic prescriptive teacher program, an organizational model designed to provide help within the regular classroom for children with mild learning problems. The key to the program is the diagnostic prescriptive teacher, a school-based specialist who combines diagnostic and consultative work in assisting the regular…

The study involving six developmentally disabled children (four and five years old) investigated the effectiveness of peer modeling. A peer or friend from the same regular classroom was selected for each child for tutoring on a sessional basis in a multipurpose center. (Author/SB)

A money skill curriculum in which trainable mentally retarded students raise money and manage it, is given as an example of an appropriate curriculum for this group. The importance of using simulations and encouraging the help of normal peers is emphasized. (CL)

Answers five questions related to the advisability of mainstreaming handicapped preschoolers. It is concluded that a strong rationale exists for integrating handicapped preschool children into regular programs and that research findings indicate that integration is beneficial to both handicapped and nonhandicapped. (Author/RH)

A model of the way experts are now helping handicapped children in schools is criticized. The model is set within limits, such as: (1) do not regard a multifactored assessment as a miraculous device; (2) do not reject research; and, (3) do not resist working along with experts. (Author/GK)

The author investigated possible components of teacher expectancy and attitudes toward the integration of emotionally disturbed students into regular classes with 34 teachers of grades 4 through 6. The label "emotionally disturbed" was found to be a significant predictor of teacher ratings. (Author/SB)

For handicapped children to receive adequate instruction in the regular classroom, appropriate placement of the mainstreamed child and sufficient resources and services to support the regular classroom teacher are just as important as teaching skills. (Author)

A psychologist and special educator discusses the delicate balance that must be maintained in deciding whether the benefits of mainstreaming outweigh its disadvantages in specific cases. The decision should be based on a handicapped student's abilities rather than on political considerations. (WD)

Teacher reports showed that only slightly more teacher time was required by young handicapped children than nonhandicapped children in PATHWAYS, a model project providing a mainstreamed setting for young handicapped children. (CL)