The Social Behavior Survival Program (SBS), a model for the social integration of disabled children into less restrictive settings, is described in terms of its purpose, components, and rationale; validity, efficacy, and replication studies on the model; and school applications and usage guidelines. (CL)

Project IMPACT is a cooperative effort between a university and a public school system to create a cadre of teachers trained in mainstreaming who become part of a self-sustaining process in individual schools. Based on five critical elements of effective inservice education, the project features three major steps. (CL)

The article describes 26 audiovisual materials appropriate for inservice training for regular teachers involved in mainstreaming handicapped children. Summaries typically include title, source, format, time length, and a description. (DB)

Aspects of curriculum affecting the success of mainstreaming handicapped students are considered. The concepts of explicity, hidden, and absent curricula are discussed relative to curricular adaptations. A "Curriculum Adaptation Guide" is presented to assist in the selection and adaptation of curricular elements. (Author/DB)

Public School 279 in Brooklyn, New York, is a school which has made mainstreaming work. The school has 96 special education students plus 40 who see resource teachers. How mainstreaming has been implemented is discussed. (MT)

A comparison of tenth graders who identified themselves as learning disabled and their non-LD peers suggested that the LD group was older, had a disproportionately high representation of Blacks and Hispanics and an underrepresentation of Whites, and reported more secondary handicaps than the non-LD cohort. (CL)

A review of grading issues, philosophies, and recommendations is provided with implications and specific suggestions for grading mainstreamed handicapped pupils at the secondary level. A position statement related to grading secondary mainstreamed handicapped pupils concludes the paper. The need for a fair and clear grading system for all pupils…

The paper describes the beginnings of a total developmental language learning system for mainstreamed visually impaired children in Israel. The readiness program is divided into five sections: auditory perception and discrimination, tactile perception and discrimination and fine motor coordination, gross motor coordination, body image awareness,…

The author reviews the background and development of the PAC (Parallel Alternate Curriculum) Program, designed to improve the learning of all students (including learning disabled students) by helping teachers maintain them in the mainstream classroom. Adminstrative support is cited as a key element in the program's success. (CL)

Integration practices of handicapped children at preschool level and the service model for therapeutic and social assistance in Arezzo, Italy are examined. Case studies of three severely handicapped integrated preschoolers illustrate the model's functionings. Theory and research supporting the model are noted, as is continuing research through…

The author describes his concerns over mainstreaming, especially as the practice applies to LD students. He quotes other special educators' misgivings about mainstreaming and decries the lack of long range planning in the field. (CL)

A structured small group instructional setting helps to teach mainstreamed handicapped preschoolers the skills necessary to interact with the classroom materials without direct supervision. Examples are cited of individualized play activities with puzzles, paint, and play dough. (CL)

Surveys of teachers of mainstreamed hearing impaired students revealed that information on hearing loss in general, techniques for attaining comprehension, expectation levels for hearing impaired students, effective techniques in teaching and managing behavior, and the use and effectiveness of amplifactions were the primary areas of concern.…

Guidelines are offered for regular classroom teachers dealing with students who have learning differences. Topics covered include assessment and referral, school adaptation, and background or prerequisite skills in reading, spelling, and handwriting. (CL)

Attitudes toward mainstreaming of 19 preservice teachers showed significant positive changes after participation in an introductory special education course and practicum experiences. Ss demonstrated greater acceptance of mainstreaming than either of two control groups (elementary education and special education majors). (CL)