Two experiments were conducted to investigate the use in mainstreamed classes of team assisted individualization (TAI), in which students work on individualized units in heterogeneous, cooperative learning groups. Team reward systems are incorporated into the small group instruction format. The effects of the TAI approach on the achievement,…

The report reviews 1 year of operation of an outreach project for minority mildly handicapped developmentally delayed high risk children. The project identified 10 day care replication sites within North Carolina, trained staff to use the model, and assisted in the implementation of the curriculum model. Teleconferencing was used in training, and…

The paper describes the Interactive Model for Professional Action and Change for Teachers (IMPACT), a collaborative project based on a consulting teacher model which provides inservice classroom based inservice training for teachers and individualized instruction for high school students with mild handicapping conditions. The model incorporates…

A computer assisted instruction system for drilling educationally handicapped children in word decoding skills is described. A theoretical rationale for the objectives and design of the system, based on research from the psychology of reading literature, is discussed. In addition, certain system design constraints, applied in order to accommodate…

The handbook outlines a resource room program which provides an alternative to segregated special classes for mildly handicapped elementary students. The primary goal of the resource room is to maintain students with special needs in a regular classroom by providing supportive and educationally related services both to the student and to his/her…

Interviews with 26 regular education teachers regarding their perceptions of modifications made for mainstreamed mildly handicapped students indicated that teachers made more typical modifications (i.e., in format and procedures) than substantial modifications (e.g., of difficulty level) modifications. (Author/KM)

Two instructional strategies to help mildly learning handicapped students read and understand textual material are described: (1) previewing (use of introductory paragraphs, including questions, that provide a cognitive framework for approaching a textbook passage); and (2) text summarization by students themselves as a follow-up activity.…

The Skyline Vocational Training Project (Great Falls, Montana) is a vocational skills training model that prepares mildly disabled students to become competitively employed in locally-referenced entry-level occupations, while the High-Visibility Low-Incidence Model of Supported Employment is designed for severely disabled students who are unlikely…

The current national emphasis on transition to the community and work for mildly handicapped students has resulted in close scrutiny of the outcomes of special education. A radical change in secondary programs for the mildly handicapped is needed, away from academics and toward functional, vocational programs. (Author/DB)

The social, emotional, and physical benefits of physical education activities for mainstreamed students with special needs are discussed. Success or failure in physical activity is a sensitive issue which affects attitude. The mainstreamed child must gain a sense of belonging without experiencing failure. Suggestions for structuring a program are…

It is suggested that current shortcomings of special education services may lead authors of national education reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. Special educators must work toward more effective integration of regular and special education. (Author)

The study compared the effectiveness of an interactive videodisc curriculum incorporating principles of instructional design with a traditional basal curriculum to teach basic fraction skills to 28 high school students, including 17 mildly handicapped students. The videodisc curriculum's superiority at posttest and at two-week maintenance were…

A large-scale longitudinal study identified, through assessment of 118 classroom teachers and selected mainstreamed students (most of whom were learning disabled), 15 effective teaching behaviors for mildly handicapped students, including assignment of learning tasks with high success rates, frequent positive feedback, efficient use of classroom…

Presents a unique teacher preparation component operated by the Albany State College Graduate program in Special Education at the nearby Turner Job Corps Center. Student teachers learn a foundation of remedial interventions appropriate to most mildly disabled young adult learners in a comprehensive, residential teaching environment. (Author)