The contents and implications of Britain's Education Act of 1981, which concerns the education of children with special educational needs and includes provisions for special education in integrated settings, are discussed. (CL)

A school psychologist suggests 10 practical classroom management and instructional techniques that the regular class teacher can use to help a hyperactive child. (SJL)

Appropriate educational experiences for handicapped children in the mainstream of education will only occur if regular educators are willing to accept some new professional roles. The article describes some of these new roles and presents a rationale for relying on the regular educator to provide meaningful experiences for handicapped children in…

Discusses a study to determine how educating handicapped and disadvantaged students in the least restrictive environment is accepted and practiced by secondary vocational agricultural teachers in North Dakota. Includes conclusions and recommendations. (JOW)

The Immediate Reinforcement and Remediation (IRR) method is advocated as a systematic approach to aid in the success of mainstreamed elementary slow learning and learning disabled students. IRR allows the resource room teacher to followup on identified critical lessons using different materials and aids. (CL)

The article discusses barriers to organizational acceptance of mainstreaming handicapped children and offers suggestions to school administrators for breaking down those barriers. (DB)

Court rulings forming the basis for the principle of least restrictive environment for exceptional students are reviewed. The principle is seen to require a continuum of educational alternatives. Implications of state and federal legislation (P.L. 94-142, the Education for All Handicapped Children Act) are discussed for severely handicapped…

It appeared that the normal children made heroic but unsuccessful attempts to establish contact with DS children but eventually give up, with the result that the DS child becomes an isolate in the group--interacting with none except the adult helpers. (Author/SB)

A limited survey of 85 normal ninth and tenth graders and 15 with recognizable handicaps, all in the same English classes, revealed that, while classroom acceptance provides few problems for the handicapped, social acceptance is harder to win and that exposure may increase acceptance levels. (Author/PGD)

With special reference to Alabama schools, the authors review the development of the mainstreaming concept and consider some of the attitudinal, definitional, organizational, and regulatory problems inhibiting this reintegration of regular and special education. (SJL)

The communication practices and attitudes toward communication of 557 mainstreamed, hearing impaired adolescents were investigated. The data indicated that these adolescents adapted their communication styles to fit the person with whom they are communicating, that they feel reasonably successful communicating with hearing people, but that the…

The responses of 122 university students to 24 statements expressing attitudes toward the school integration and community integration of 11 groups of exceptionality and the normal were submitted to an ordering-theoretic data analysis procedure. (Author)

The Total Communication Choir of the Saginaw, Michigan, public schools integrates deaf and hearing elementary and junior high students in music performance. All students both sign and sing. Methods used to instruct the choir are described. (SJL)

To make mainstreaming a functional process, the cooperation, support, and shared expertise of both vocational educators and special educators are required. (SK)

The authors describe a process, a social integration program, for promoting social development of autistic children which brings normal peers (second and third graders) to the special setting. Steps for planning the play session are given and guidelines for play session structure are offered. (SBH)