Factors to consider when a disabled student is integrated into a physical education class are discussed as well as specific ways to accommodate students with disabilities in an integrated physical education setting. (IAH)

Provides 25 citations to books, journal articles, and other publications for mainstream teachers with English-as-a-Second-Language (ESL) students. (MM)

Discusses Rudolf Laban's analysis of human movement and applies it to working with and assessing exceptional children. (JOW)

Children with mental retardation and multiple handicaps can effectively participate in play activities and games, but the experience must be structured for them. Techniques for organizing play activities involving handicapped and nonhandicapped children are offered. Examples of singles play, rotation play, and associative play are described. (JDD)

Reviews a documentary videotape entitled "Regular Lives" that presents case studies of successful mainstreaming of the disabled. The video shows both the obstacles and benefits of placing children with physical and mental disabilities into regular classrooms with typical children. (TE)

A six-point rationale for assessing mainstream learning environments in order to facilitate placement of mildly and moderately handicapped students is presented. Indicators of learning environment assessments include substantive modifications, more typical modifications, and curriculum anomalies in the local setting. (Author/DB)

The authors do not feel guilty for implying that all children may not benefit from full inclusion. Children are individuals with differing needs and should not be made to ride the current bandwagon. Total inclusionists who view pullout programs as undemocratic do not see the cruelty behind inclusion of severely retarded children. Recent research…

Reviews two publications dealing with issues accompanying implementation of special education reform: (1) "National Excellence: A Case for Developing America's Talent," which outlines problems associated with gifted education, presents steps for improving opportunities, and offers a vision for future programs; and (2) "Inclusion: Moving beyond Our…

The attitudes of 204 parents of nonhandicapped children toward preschool mainstreaming were examined. Maternal attitudes were related to the positiveness of their experiences with handicapped individuals, family income, education, age, and age of the nonhandicapped child. Fathers' attitudes indicated a relationship between age of their child and…

An Illinois school principal shares 10 strategies for effectively integrating handicapped students into regular classrooms, including holding a special open house, involving the parent organization, familiarizing the new staff, holding frequent staff meetings, establishing peer mentoring and buddy systems, communicating with newsletters, and…

A total of 28 nonhandicapped four year olds in mainstream preschool classes explained the disabilities of 14 peers by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. (MDM)

Describes the experience of a five-year-old mainstreamed boy who supposedly had a developmental lag in language. The boy illustrated his understanding of basic functions of written language by competently orchestrating a pretend rental agreement with one of the authors. Illustrates the need to look beyond the surface features of the writing of…

Issues are discussed that arose in the training and implementation of the Advanced Learning Environments Model (an approach to restructuring educational services to accommodate full-time mainstreaming of most mildly handicapped elementary students) at two sites. A brief description of the model and sites is followed by specific issues. (Author/PB)

Employed naturalistic methods to investigate general education teachers' (n=26) willingness to reintegrate into their classrooms students with learning disabilities and whether student behavioral and academic data impact those attitudes. Found that teachers were initially unenthusiastic or neutral about reintegrating students into their classroom;…

Three papers present the positions of national organizations on full inclusion of students with learning disabilities in regular education classrooms, including the Learning Disabilities Association of America, Council for Learning Disabilities, and National Joint Committee on Learning Disabilities. All three papers call for a continuum of…