To help Home Economics teachers prepare for the mainstreaming of handicapped students, a study was conducted based on the following objectives: (1) to encourage teachers to be willing to work with disabled students and to view these students as worthy individuals having educational needs that the teacher can assist them in meeting; (2) to identify…

Briefly explained are the concept, goals, function, and programing of the resource room approach to providing supplementary instructional support for mildly handicapped children. Noted in an operational mechanics section are facilities needed and procedures for initial referral, student identification and evaluation, scheduling, and reporting…

The author takes the position that the use of a diagnostic-remedial model to provide special education services to the "mildly handicapped" is often inappropriate. (Author)

In response to P. Newcomer's article (EC 100 217) on the role of the teacher consultant in dealing with learning problems in the mildly handicapped, the author reviews some of Newcomer's concerns with the diagnostic-remedial approach. (SBH)

Classroom teachers serving handicapped students in the mainstream often need to make instructional modifications. This article discusses reasons for teacher resistance to instructional modifications and provides strategies that consultative staff can use to prevent or reduce resistance. Expectancy theory is used to provide a framework for…

This study evaluated the relative effectiveness of two forms of performance feedback with 27 college juniors enrolled in a training program for teachers of mildly handicapped students. Computer-based feedback was demonstrated to be more effective than the traditional field note approach in influencing students to alter their teaching behaviors.…

Twelve rewards common to both regular and special education classroom settings (grades 6-9) were compared, and 72 regular and special education students rated their desirability. Rewards rated as most desirable by both groups were the receipt of good grades and free time privileges for work completed. (Author/JW)

Technological devices which can aid in teaching students with handicaps include: (1) interactive computer assisted instruction; (2) computer software; (3) hand-held calculators; (4) communication and prosthetic devices which aid in receptive and expressive language and practice; and (5) interactive video systems. (Sources of information about…

Peer collaboration assumes that, given a systematic strategy for solving classroom problems, general education teachers working together can develop effective instructional and behavioral interventions for their students with mild learning or behavior problems. The article describes the four steps in the peer collaboration process, its…

An obervational study of micro-educational environments and microcomputer use within these environments was conducted in special day classes, resource rooms, and mainstream classrooms (N=90). Mildly handicapped students in special education settings had less variety to their instructional experiences than did either handicapped or nonhandicapped…

Effective assessment of job-related social skills of mildly handicapped workers should consider three components of social competence: context, cognition, and performance. A comprehensive profile of social competence is best obtained through use of several assessment tools, such as: rating scales; role play; problem-solving tests; applied…

Through self-management training, students learn to take control of their actions and make appropriate decisions. Four self-management strategies for enhancing mildly handicapped adolescents' job are self-instruction, self-questioning, self-monitoring, and self-reinforcement. (CB)

Examines ways of meeting the needs of special education students in technology education. Discusses activity-oriented instruction, adding relevance to the instruction, the development of problem-solving and communication skills, the use of peer tutors, involving a special educator in industrial arts classes, safety concerns, and available…

Research indicates that adolescents with disabilities need high-quality transitional programs to make the transition to work and independent living, and that barriers inherent in rural areas and schools make service delivery for transition extremely difficult. Current employment patterns suggest that small rural businesses and rural entrepreneurs…

Teacher-student interaction patterns in 12 third-grade mainstreamed classrooms were observed with four groups of students: nonhandicapped high achievers, nonhandicapped low achievers, learning disabled, and behaviorally handicapped. Although the behaviorally handicapped students were treated differently by their teachers more frequently than the…