A four step procedure for individualized, teacher-directed spelling instruction with mildly handicapped students is presented with such features as student responsibility for checking accuracy of work, daily spelling tests, and systematic review of words learned. (DB)

Investigated friendship patterns among four-year-old mildly developmentally delayed and three- and four-year-old nonhandicapped children participating in a series of mainstreamed playgroups. Most children preferred a specific peer, but only a few mildly delayed children and three-year-olds were able to establish reciprocal friendships. (SKC)

Two highly contrasting models of preschool education for mildly handicapped children were compared. Direct Instruction led to greater gains on the Test of Early Language Development and the Basic Language Concepts test. Mediated Learning led to greater gains on the McCarthy Verbal and Memory scales and Mean Length of Utterance measure. (Author/VW)

Two studies assessed effects of training mildly handicapped students (N=6, ages 10-13) in the use of a self-evaluation and correction procedure on manuscript letter formation skills. All students attained independent use of the self-correction procedure in two to ten sessions with corresponding increases in correct letter production for all…

Procedures and reinforcements for four games (Punctuation Game, Phrasing and Expression Game, Check and Double-Check Self Correcting Game, and Syllabication Game) are described. (JW)

An interactive video social skills training program resulted in significantly higher peer acceptance of mildly handicapped elementary students in experimental group rather than in control group. (CL)

Pupil achievement data (N=252 mildly disabled elementary students) are analyzed by type of class, classification of student, subject, grade level, number of years teachers were in the project, and amount of charting done by teachers. In addition, data are presented on teacher judgment with pupil achievement, and supervisor judgment and teacher…

Single concept fliers dealing with students who are academically frustrated and students who do not pay attention in class were evaluated by 176 regular and special educators. The fliers were designed to provide assistance to teachers at a very basic level. Ratings were positive and indicated that teachers would use the fliers. (Author/CL)

The review examines evaluations of the efficacy of special education programs for mildly disabled children. The author suggests that serious methodological flaws make our present knowledge in this area very weak and proposes a methodology to address and overcome many of the limitations of previous research. (Author)

The paper reviews the use of pictorial mnemonic strategies as an instructional tool for nonhandicapped and handicapped learners. Recent research has indicated that mildly handicapped learners can successfully employ fairly complex mnemonic strategies, and mnemonic strategies can be adapted to many different content areas. (Author/CL)

Investigated 44 adolescents with physical impairment to determine the relationship among personality correlates, disability type, functional level of impairment, and rapidity of decline in those with progressive disease. Results showed similarities to severe physical limitations in both groups of males regardless of diagnosis or progression of…

The importance of teaching mildly handicapped adolescents to respond appropriately in social situations is emphasized, five important considerations in selecting social skills curricula for this population are discussed, three examples of social skills projects and their products are described, and 12 specific curricula summarized. (CL)

Six classes enrolling academically handicapped and normal-progress elementary students were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance, academic achievement, and self-esteem. (Author/CL)

The study examined effects on 117 mainstreamed academically handicapped students (grades 3-5) of an instructional method, Team Assisted Individualization (TAI), that combined cooperative learning with individualized instruction in mathematics. TAI and individualized instruction both had positive effects on social acceptance, attitudes toward math,…

The implications of career education for mentally and physically handicapped individuals depend on the success of the movement within general education. At present, most efforts at career education center on regular education. Career education for the handicapped is discussed with reference to the four models outlined by the USOE. (DS)