The author reviews chapters from the Warnock Report (an analysis of services for the handicapped in Britain) dealing with special education. (CL)

Described is a program (developed by a residential school for visually and multiply handicapped children in Canada) of consultant/itinerant services for local schools enrolling visually handicapped children. (Author/BD)

The article offers advice to special education teachers when they are consulted by regular teachers on learning and behavior problems. (PHR)

A learning disabilities group teacher in elementary school describes how she improved relations with regular class students and teachers by bringing her group to the other classes to perform science experiments. (SBH)

A checklist of teacher competencies that should be acquired for successfully teaching handicapped students is presented. (JD)

The challenges implicit in preparing teachers for mainstreaming are considered. (JD)

In connection with the provisions of Public Law 94-142, Education for All Handicapped Children Act of 1975, the article offers some considerations for teaching the visually handicapped, with implications for industrial arts. Only minor changes need be made for mainstreaming these students; the teacher's attitude is a vital factor. (MF)

Describes the learning characteristics of educable mentally retarded children and points out advantages and disadvantages of various approaches to teaching them to read. (DD)

In an interview with Dr. Jack W. Birch, past president of the Council for Exceptional Children, discussion focuses on the subject of mainstreaming. (SBH)

Described is a composite decisionmaking approach for maintaining a mainstreamed child in the regular classroom. (DLS)

Elementary-age children (Nequals20) diagnosed as learning disabled were assessed. It was concluded that regular classroom instruction alone may be insufficient for mainstreamed children with learning disabilities and that supplemental programming seems necessary if prior rates of academic learning are to be maintained. (Author)

In 1965 3rd year students of a Scottish burgh school chose their friends predominantly within the same streamed class. This arrangement indicates being taught together with students of similar academic achievement and similar social background. Students studying vocational courses would not spend much time with students bound for higher education.…

Although certain disruptive behaviors of handicapped children may have changed when they were in special classes, some of these behaviors may reappear when the students return to regular classes. Here are some suggestions for ways to establish and maintain peaceful situations in the classroom. (Author/RK)

Available from: Teacher Education and Special Education, The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. The author views the concept of mainstreaming exceptional children from his perspective as a parent of an educable retarded child, a school board member, and a regular teacher educator. (CL)

Identified are seven educational options and related services for determining individualized education programs of aurally handicapped students. (CL)