Professional and bureaucratic barriers to implementation of mainstreaming at the preschool level include philosophical and theoretical differences between early childhood education and special education, differences in personnel preparation, staff attitudes, issues related to current state regulations and monitoring, and provision of related…

A survey of 197 regular education teachers who had students with mild handicaps in their classrooms gathered data about structural arrangements, adapted instruction, use of adult aides, and size of groups. Results showed little indication that teachers change their instructional methods for such students. (JDD)

Planning and implementing effective physical education instruction for students with learning disabilities in mainstreamed settings involves focusing on qualitative aspects before quantitative, setting clear and consistent expectations, maximizing students' chances for success, maximizing on-task time, using modeling and physical manipulation, and…

Skills of 25 normally developing kindergartners were assessed directly and through teacher reports. The 18 teachers were generally aware of children's skills, but their awareness of individuals' skills and of specific skills for the group was frequently in error. Implications for special educators in preparing handicapped children for…

Analysis of the sociometric ratings and status of 50 elementary school students with learning disabilities and 50 nonhandicapped elementary school students (in matched pairs) indicated that the pairs did not differ significantly in assigned status to their peers but did differ significantly in acceptance and rejection received from their shared…

A survey of 28 music teachers in schools for the visually impaired and in mainstreamed primary schools in the United Kingdom found that the special schools spent more time on music instruction. Other findings dealt with types of instruments used and types of activities included in the music lessons. (JDD)

Considers evidence concerning the educational benefits of mainstreaming. Provides historical background for mainstreaming in the United States and the United Kingdom. Identifies five assumptions underlying efforts to improve education for handicapped children. Urges that rigorous investigations be conducted in these five key areas. (KO)

The aim of the educational system in Victoria, Australia, is the integration of all students, both disabled and nondisabled, into regular classrooms, while the United States' aim is placement in the least restrictive environment. These different guiding principles create differences in policy implementation and educational practices. (Author/JDD)

Resource teachers are offered six suggestions to increase the utilization of their consultation services by regular teachers. Suggestions include being a good listener, offering alternative suggestions, planning a follow-up meeting, encouraging informal contacts, and sharing information. (DB)

The introduction to several articles on measurement issues in supported education for severely handicapped students stresses the importance of measurement in evaluating outcomes and identifying variables responsible for those outcomes. (DB)

A rationale for the regular education initiative (REI) is presented, focusing on criticisms of current service delivery such as disjointed incrementalism, excessive proceduralism, and inefficacy of pull-out programs. Criticisms of REI are addressed, and the issues are analyzed from the context of the integration movement in Australian schools.…

The study assessed elementary students' (N=680) preferences concerning special instruction for learning difficulties. Results of student interviews indicated children's preferences for in-class and pull-out services were affected by the service delivery model they experienced though most children preferred to receive additional help from their…

The study evaluated the influence of collaborative skill instruction on the social interaction behaviors of moderately/severely handicapped and nonhandicapped students participating in group science activities. Data revealed that students receiving the instruction interacted more positively than those who did not receive the instruction.…

The seminar examined integration of blind children into regular primary schools in Argentina through defining the functions of the "integrating teacher" and the classroom teacher, specifying components of educational planning for the integrated blind child, and evaluating the importance of inter-institutional actions on integration. (DB)

A survey of 49 hearing-impaired undergraduate students found that graduates of residential high-school programs described their social experiences more positively than graduates of mainstream programs. Discussed are reasons for positive and negative feelings in both residential and mainstream programs and programs with or without supportive…