Fifty-five gifted fifth and sixth graders in segregated or integrated classes completed the Piers-Harris Self Concept Test and a measure of peer relationship. Comparison with scores of 55 gifted children who had not been identified or placed revealed no significant differences among social distance or self-concept scores. (CL)

The article looks at the experiences of a Down's Syndrome child mainstreamed into a regular kindergarten class. Benefits of the least restrictive environment, such as cost effectiveness, are pointed out. Viewpoints of the teacher, the special education aide, and principal are presented. (SW)

An activity called "Concrete Sculpture in the Community" proved to be an outstanding educational and mainstreaming opportunity for interaction between handicapped and nonhandicapped students. During the course of the project, the students learned about handicapping conditions and discovered each other's strengths and limitations. (SW)

Teachers need to develop grading policies for mainstreamed handicapped students which are both feasible and equitable. The consequences of non-flexible grading on the handicapped student's motivation to learn are examined. Alternative approaches to grading standards are offered. (AM)

Postsecondary education and related provisions for special needs students in Britain are evolving. There is an ever-increasing range of opportunities, but these provisions have developed haphazardly and are far from the coherent national and regional plan advocated in the Warnock report. (SK)

Placing socially rejected handicapped students with popular nonhandicapped students for cooperative nonacademic tasks is one approach to easing handicapped students' transition into the mainstreamed classroom. Teachers can group children according to sociometric techniques. (CL)

Among findings were that relative locations of special education classrooms are similar for both urban and suburban school systems and that the locations of special education classrooms tended to be closer to the mainstream rather than distant. (SW)

The article outlines a workshop on hearing impairment that can be presented by a speech-language pathologist to regular educators. The presentation is divided into 11 sections, covering topics which include hearing aids/amplification, classroom management, communication skills, and peer interaction. (Author/SW)

The importance of an educational approach to the mentally retarded is that it forces professionals to perceive the mentally retarded as those who develop slowly, but could advance more rapidly if everything were appropriate in their environment. (Author/BRR)

Suggests ways for the regular classroom teacher to cope with learning disabled students in a mainstreamed setting. (AH)

A controversy has arisen about the implications of the phrase "least restrictive environment" for the physically handicapped. School decision makers must consider carefully whether or not less physically restrictive settings may be more psychologically restrictive. (SK)

The article describes the diagnostic prescriptive teacher program, an organizational model designed to provide help within the regular classroom for children with mild learning problems. The key to the program is the diagnostic prescriptive teacher, a school-based specialist who combines diagnostic and consultative work in assisting the regular…

The study involving six developmentally disabled children (four and five years old) investigated the effectiveness of peer modeling. A peer or friend from the same regular classroom was selected for each child for tutoring on a sessional basis in a multipurpose center. (Author/SB)

A money skill curriculum in which trainable mentally retarded students raise money and manage it, is given as an example of an appropriate curriculum for this group. The importance of using simulations and encouraging the help of normal peers is emphasized. (CL)

Answers five questions related to the advisability of mainstreaming handicapped preschoolers. It is concluded that a strong rationale exists for integrating handicapped preschool children into regular programs and that research findings indicate that integration is beneficial to both handicapped and nonhandicapped. (Author/RH)