The final report describes the 3-year project CRITERIA (Chesterfield/Richmond Inservice Teacher Education for Regular Instructional Areas) designed to provide inservice training to regular elementary teachers dealing with mildly handicapped students in the mainstream. Goals and objectives for each of the 3 years are listed, along with…

The presentation of Patricia McGill Smith of the Office of Special Education and Rehabilitation Services reviews recent activities of this office to improve educational services for the disabled. Among topics covered are the Regular Education Initiative and research activities concerned with the regular education setting as the primary context of…

The paper provides guidelines on inservice educational needs of regular education teachers in the area of identifying and referring handicapped children. Educators need to look at solutions for the hard-to-teach child other than referral to special education, such as using specialists to assist regular teachers, clarifying the roles of regular and…

Major considerations that were addressed in developing a social skills curriculum for mildly handicapped adolescents and young adults are outlined. It was necessary that the curriculum be based on as broad a source of information as possible. It had to be responsive to the unique characteristics of the mildly handicapped population and, finally,…

The two articles have the following titles and authors: "Establishing 'Home-School' Relationships with an Institution--A Team Approach" by R. Baum and D. Perner, and "Can Mainstreaming Cope with the System?" by I. Nadler. The first article describes a program which provides self contained classroom instruction for moderately, severely, and…

Presented is a group interview with F. Wood, K. Dial, and G. Sauer on current research, practices, and procedures for mainstreaming mildly handicapped students at the secondary level. (SBH)

Mildly developmentally delayed 3- and 4-year-old children (N=16) were paired with nonhandicapped younger or older children to evaluate effects of companion status on social and play behavior. The subjects' peer interactions improved substantially only when paired with nonhandicapped older children. (Author/DB)

Phone hours, specific times each week during which parents and teachers could call each other outside of school time, has been an effective way to promote communication between teachers and parents of mildly handicapped secondary students. (CL)

The study evaluated effects of integrated special education preschool programs, relative to comparable groups of children in nonintegrated special education preschools, across a broad assessment battery. Children in both types of programs made significant gains across the year, while Ss in integrated classes scored significantly higher only on a…

Twenty-six mildly hadicapped adolescents were taught via interactive video to respond to a 10-item true/false learning module on budgeting. Results indicated this medium was effective in that significant learning occurred for both groups. However, there were no differences between Ss introduced to the more extended versus the briefer form of…

The article describes services for mildly handicapped/mainstreamed students of the Extraordinary HOMEwork Line (a homework hotline), face-to-face tutoring, and family tutoring workshops. (CL)

Two computer simulation programs have been developed as instructional aids for preparation of special education teachers: one to assist teachers of the mildly disabled in selecting precise, databased solutions to classroom learning and behavior problems and another to prepare teachers to use direct, curricular-based assessments and to evaluate…

In two studies regular elementary classroom teachers were observed as they interacted with (1) nonhandicapped high achievers, (2) nonhandicapped low achievers, and (3) mildly handicapped students. It was concluded that, despite varied student-teacher interaction, there is no strong evidence that general preferential treatment is consistently…

Results of a study comparing effects of working alone, working in pairs, and serving as peer tutors on the mathematics achievement of 44 mildly handicapped high school students revealed that peer tutoring resulted in significant mathematics gains and gains in rate of achievement. (CL)

A modified graphic organizer approach is suggested to provide motivation and structure to disabled students using textbooks. An eight-step sequence in using the graphic organizer as a study and comprehension aid to textbook learning is presented. (CL)