Teacher interactions with disabled and nondisabled students in 38 mainstreamed elementary classrooms were observed using an interval time-sampling procedure and behavioral categories. Results of discriminant analysis indicated that disabled students received fewer questions and were provided with less teacher feedback than their nondisabled peers.…

Questionnaire responses of 143 administrators, 323 teachers, and 279 parents are examined in terms of current vocational opportunities, coordination of opportunities, and areas in greatest need of improvement. Four recommendations include increasing the availability of appropriate vocational opportunities and the collaboration among special and…

A cooperative tutoring program between vocational and special education teachers can ease the integration of mildly handicapped students into vocational classes. Tutors should receive training on instructional techniques as well as feedback on their performance. Cooperation among the tutors and the special and vocational teachers can lead to…

Eighty-five mildly handicapped cerebral palsy children (6-16 years old) integrated into regular schools were assessed to identify characteristics associated with academic success and social acceptance. About 50 percent were successful in reading accuracy and comprehension, 45 percent in arithmetic, and 60 percent were socially acceptable to peers.…

The article points out the risk of erroneous classification and inequitable treatment for students who are difficult to teach and manage. Analysis of child count data highlights variability in identification and referral processes and suggests that attempts to tighten eligibility standards, especially for mildly handicapped students, is…

Seven clusters were identified from results of instruments measuring family social environment and family and child characteristics and behavior in 218 families with mildly retarded and educationally handicapped children (average 12 years). Ethnography and interview reports are presented for four of the families, and implications for…

A middle school science teacher describes approaches for teaching mildly handicapped mainstreamed students. Suggestions are made for content (beginning with a study of the human body), methods and materials, and the importance of good discipline. (CL)

Sampling problems related to the use of system-identified subjects in special education research are considered. Differences in criteria and selection of mildly handicapped students have resulted in limited generalizability of findings. Among suggested approaches are using rationally defined subgroups, cluster analysis, and marker variables.…

Surveys of 1,164 special educators revealed that they did not support a combination of the traditional categories of mental retardation and specific learning disabilities. Special education teachers and evaluators of the handicapped were stronger in their endorsement of separate categories than special education administrators. (CL)

A resource program for mildly handicapped secondary students combines direct instruction with an emphasis on generalization. Additional support is given directly or indirectly (through the regular teacher). Resource teachers have to find time to consult with students and teachers, adjust the resource curriculum, and develop rapport with regular…

Examination of vestibular-based functions and their relationship to behavior problems of 101 kindergarten through fourth grade children enrolled in special education and regular classes found low to moderate significant correlations between vestibular system dysfunction and behavior problems of subjects. (Author/PN)

Data from reports of the federally funded Child Service Demonstration Centers (CSDCs) are said to show that only three CSDCs adhered to all criteria in the federal definition of learning disabilities. The author suggests that LD should be adopted as a generic term for all mild handicaps. (CL)

The article places in perspective the evolution of curriculum or instructional programs for the mildly handicapped adolescent, identifies several major influences on current practices, and examines the assumptions underlying assessment and intervention in the context of intensive instruction. (DLS)

Described are strategies for teaching social communication skills to 8- to 10-year-old students with mild handicaps. The instructional model involves determining behaviors to be taught; assessing social communication skills; teaching skills through motivating student performance, modeling, and practicing; and maintaining and transferring skills. A…

Group teaching strategies may serve as an effective means for mainstreaming mildly handicapped students. Such strategies, including cooperative learning, peer tutoring, and reciprocal teaching, can develop social skills, provide a framework for instruction, and link the special and general class. (Author/DB)