Regardless of their classification, 54 normal and 11 exceptional junior high school students evaluated themselves most favorably, normal children as a group less favorably, and exceptional children as a group least favorably. These findings raise questions about mainstreaming in its present form. (Author/RL)

The article discusses the results and implications of a 1978 study of work study/work experience programs for regular and handicapped secondary students in British Columbia, Canada. (Author/DSL)

The rationale of mainstreaming is discussed in light of the need for deemphasis on isolation and labeling, increased protection of human rights, individualization in all phases of education, increased attention to the development of the total child, and greater cost effeiciency in the delivery of services. (DLS)

Twenty-four students who had been in a school for the deaf (in grades 5-12), but were now mainstreamed, were interviewed to ascertain their academic and communication skills, and their psycho-social adjustment. (PHR)

The authors focus on the trends of providing postsecondary education for deaf students on regular college campuses, as mandated by federal regulations and court cases. (CL)

The authors report the development of an instrument, the Essential Teacher Competencies questionnaire, and the results of an assessment of regular classroom teachers' perceived training priorities to equip them to function effectively with mainstreamed handicapped children. (Editor/SJL)

The author describes the California Master Plan for Special Education--its goals, philosophy, policy--and concludes that this plan is providing an improved delivery system by which the new federal and state requirements can better aid exceptional students. (KC)

Discusses the expanding opportunities available to handicapped students and the changing role of educators and administrators as they strive to provide equal opportunity in all areas of vocational education. Suggested techniques for developing an individualized education program are given. (LRA)

The study examined 102 elementary regular-classroom teachers' attributions and instructional prescriptions for normal achieving, educationally handicapped, and educable mentally retarded pupils. (Author)

Responses of colleges of education to requirements for mainstreaming of P.L. 94-142 (the Education for All Handicapped Children Act) are similar to responses of public school systems. Possible reorganization approaches along functional lines are described for making teacher education as a whole more effective and flexible. (CL)

A study of 121 administrators' and regular and resource teachers' preferences regarding in-service training, cooperative planning, and resource programs for handicapped children was undertaken using an open ended Delphi-type questionnaire and a second, forced choice questionnaire. (PHR)

After several years of involvement with deaf and hearing-impaired students, numerous supportive projects have been developed for business students enrolled in typing, copy processing (duplicating), and machine calculation courses. (TA)

Available from: Slippery Rock State College, Department of Special Education, Slippery Rock, Pennsylvania 16057.

Reintegration of 23 elementary-age students with mild disabilities who had been in special education pull-out programs into general education classrooms for reading instruction was evaluated using curriculum-based measurement. Results indicated that, on average, reintegrated students made academic gains comparable with their general education…