Results indicated that cooperative learning experiences, compared with competitive and individualistic ones, promoted more interpersonal attraction between 12 learning disabled and behavior problem fourth graders and 47 nonhandicapped peers and promoted higher self-esteem for all students. Cooperation promoted greater perspective-taking ability…

A peer training model in which teachers are trained to plan and provide inservice education is suggested as one approach to meeting the needs of teachers working with exceptional students. Project TEDDIE (Training Educators to Design, Develop, and Deliver Inservice Education) involved teams of special and vocational educators in Kansas. (CL)

The legal implications of exclusionary practices, integration, and program adjustments, modification, and supplementary services for special needs students in vocational education are discussed. In reply, B. Balow does not foresee the courts attempting to judge which technology should be used with handicapped students. See also EC 133 816-823. (CL)

Regular classroom teachers should be provided with inservice training for teaching handicapped students mainstreamed in their classes. Courses in teaching exceptional children should be required at undergraduate and graduate levels. States should require teachers to obtain competencies for teaching mainstreamed students and should appropriate…

Describes a program designed for learning disabled adolescents that offers them instruction in the regular curriculum supplemented with direct and indirect services from trained special education teachers. (FL)

Suggests general guidelines and instructions to help Canadian teachers manage students with specific disabilities in regular social studies classrooms. Examined are ways to prepare regular class students for mainstreaming, techniques for organizing instruction--e.g., cooperative grouping, peer tutoring, and individualized instruction through…

Objectives for a continuing education program for school nurses include: acquiring knowledge of various handicapping conditions; assessing the health status of handicapped, mainstreamed children; providing consultation to teachers; and coordinating nursing care plans that involve the family, school, and community. (JN)

The most critical problem for deaf children is the lack of communication and its effect on social development. Play and physical education activities provide deaf children with opportunities for socialization and motor growth. Sixteen movement activities are offered that can be implemented in homogeneous or mainstreaming situations. (JN)

No main effects of special class placement were observed in 43 gifted students (grades six through eight) compared to 38 gifted students in regular classes in terms of cognitive processes, quality of school life, intellectual achievement, self concept, and activity. (CL)

Discusses areas of conflict resulting from the implementation of the "Education for All Handicapped Children Act." The impact of the act on class size, teacher preparation time, special assignments, and training and licensing is considered. A strategy for increasing teacher union influence on future federal policy development is…

Computer assisted instruction (CAI) in the form of tutorial and drill programs supplements language, vocabulary reading, and math instruction in special classes and resource rooms for hearing impaired secondary students. Development by staff of software programs is an integral part of the system. (CL)

Describes a proposed program model which provides a framework for an inservice program to help industrial arts teachers meet the needs of handicapped students, as well as procedures and policies for dealing with special-needs students in a district. (CT)

Discusses the music educator's role in working with mainstreamed, handicapped students in the schools. The author emphasizes the need to clarify educational goals, use interdisciplinary teams, develop criteria for general music achievement, and modify teaching strategies. (AM)

PL 94-142 is viewed as educationally and psychologically destructive to disabled students. It is also described as financially devastating to local school districts since it mandates that: (1) Cost cannot be considered a factor in developing educational programs for handicapped children; and (2) The most money be spent on children least likely to…

The effects of cooperative and individualistic learning experiences on interpersonal attraction between handicapped and nonhandicapped fourth graders were compared. Students were assigned to conditions on a stratified random basis controlling for handicap, ability, and sex. Cooperative experiences promoted more cross-handicapped interaction and…