The article provides special educators an approach for consulting with elementary school teachers faced with mainstreaming. Materials included in a teacher consultation packet are described and a strategy for conducting consultation is offered. (SBH)

Data collected on 151 educable mentally retarded (EMR) students (8 to 15 years old) during a two-year period revealed very low rates of integration with nonhandicapped students. The majority of integration which did take place occurred in nonacademic subjects. (Author/SBH)

The author considers the role of the special education teacher as consultant to the regular teacher serving the handicapped student in the regular classroom. (SBH)

An exchange program for five hearing impaired children (grade 5) from the Rhode Island School for the Deaf and 23 Henry Barnard School children (grade 4) took place during the 1978-79 school year. (SBH)

Two classes of first graders--one of handicapped children, the other of normal children--developed their own ways of learning about each other. (Author)

Outlines a model for cooperative programming and discusses the roles of school professionals, peers, and the community. (JOW)

The MAD (Making Appropriate Decisions) model for providing educational services to gifted children in the regular classroom is described. The model provides for a planning process which takes into account a definition of giftedness, consideration of common needs, and specific considerations for individual students. (DB)

Presents data on the special needs student gathered during a national survey on industrial arts education. Areas include accommodation, enrollment, funding, and laboratories. (CT)

Four crucial areas in the success of mainstreaming are good communication, administrative support, adequate time, and inservice training. (Author)

The use of cooperative (rather than competitive) games in the class can enhance interactions between handicapped and nonhandicapped students in the classroom. (DB)

A teacher had to deal with the problem of effectively instructing slow learners while making sure that the gifted students were kept interested by practicing creative thinking. Paradox and analog techniques were applied to instruction in a biology class. (SBH)

Sensitive, conscientious teachers can help change children's competitiveness into greater feelings of success and self-worth and can enhance acceptance for mainstreamed handicapped students. (CL)

Analyses of 212 questionnaires completed by school districts with mainstreaming programs indicated that placement in the regular class did not enhance individualization of instruction for exceptional learners. Placement in the most restrictive educational environment was, however, a good predictor of individualized instruction. (CL)

Overall issues examined include weekly lesson assignment sheets, aids to learning, levels of abstraction, and grading. The modification of existing curriculum is treated in terms of class structure and content. Changing the existing curriculum is discussed in terms of class structure, curriculum content, task hierarchies, and socialization. (DLS)

The article discusses the rationale for mainstreaming handicapped children into preschool programs and describes some of the mainstreaming strategies used in the University of Oregon's Center on Human Development Preschool Program for mainstreaming handicapped children. (DLS)