The final report of Project TRAIN describes a 3-year collaborative project of Virginia Commonwealth University and the Virginia State Department of Education to provide special education inservice training for regular classroom teachers serving secondary level mildly handicapped youth. The project: (1) developed adaptive instructional training…

Home-based consultations about homework were conducted over a 12-week period with nine families of elementary students with mild handicaps to determine the extent to which consultations increased academic responding time, and to document home and school factors that contribute to work incompletion problems. The intervention was implemented by…

Based on suggestions of participants at the second annual Instructional Methods Forum held in June 1989, the monograph considers cognitive-based approaches to teaching mathematics to students with learning problems and the implications for the design of media and materials. It discusses characteristics of successful cognitive approaches and the…

The paper addresses issues concerning the future of special education with a focus on the mildly handicapped (MH). After an initial section presenting the particular frame of reference and philosophical biases underlying this presentation, recommendations are made for a possible agenda which addresses seven key areas in the field. Among…

Cognitive and achievement levels were analyzed for 192 students (grades 1-12) served in generic special education resource rooms in a Texas community, using cognitive and achievement test data, service delivery information, and demographic data. Grade levels of the subjects were used as a constant in the data analysis. Among reported findings were…

The paper examines problems in the utilization of the Resource Specialist Teacher (RST) mandated by California law to serve handicapped students. The study evaluated whether the RST certificate mandate effectively altered the implementation of the least restrictive environment policy for disabled students in a rural area of northeastern…

The manual, developed by the Realistic Transition Project in Washington State, reviews program experiences and recommended best practices for serving mildly handicapped students in their final years of school (ages 17-21). The project focused on employment with formal class teaching secondary to community work experience. A skills curriculum…

A study of community college services for handicapped students compared colleges identified as having model developmental programs with a random sample of community colleges. Comparisons between these groups were made with respect to services to two major categories of students: mildly handicapped students and moderately/severely handicapped…

Project REACH (Rural Education Approach in a Consortium for Handicapped) was designed as a model program to demonstrate methods of service for mildly, moderately, and severely handicapped children located in 14 school district areas in 5 counties of the San Luis Valley in southern Colorado from October 1978 through June 1981. The main emphasis was…

Nine documents report on activities of Project RETAP (Regular Education Teachers and Principals), an inservice training program which focuses on the development of teacher competencies necessary for the successful integration of the mildly handicapped child. The ultimate goal of the project is the assimilation and overt application of a variety of…

Intended for use with trainable retarded, moderately to profoundly multihandicapped students, and young mildly handicapped learners, the curriculum guide provides task objectives, task analyses, and exercise ideas for six categories: self help skills, language skills, motor development skills, basic academic skills, home living skills, and…

Selected from the National Instructional Materials Information System (NIMIS)--a computer based on-line interactive retrieval system on special education materials--the bibliography covers 107 materials for teaching reading, with emphasis on reading comprehension skills and high interest low vocabulary formats, to mildly handicapped (learning…

The study of Oregon's secondary special education programs for the mildly disabled surveyed 143 administrators, 323 teachers, and 279 parents. Among results were that few districts used written interagency agreements to involve community agencies; that teachers wanted more and better parent involvement; and that follow-up of previous students was…

This report describes a secondary mainstreaming program in Pine County, Minnesota, which successfully used a team approach and consultation between regular and special education teachers to adapt regular content-area classes to accommodate mildly handicapped students. (Author/JDD)

The article describes the current public policy environment and its impact on efforts to refine the system for identifying and serving mildly handicapped students. Areas requiring attention are cited for discussion, including revisions in the service delivery system, personnel preparation, administration of programs and funding structures, and…