A videotape of a legally blind seven year old at home in her regular elementary class was developed for use as a learning tool for other teachers and classes and as a technical experience for the college student producers. (CL)

The article defines the principle of partial participation and individualized adaptations (which asserts that severely handicapped students can acquire skills to enable them to function, a least in part, in a variety of school and non school activities) and describes their use to generate functional school and nonschool curricula. (Author/CL)

One year has passed since the legislation mandating "mainstreaming" was enacted. Individual school districts have interpreted the laws for their own needs and have set up programs based on those needs. Although programs for the handicapped youths have increased, so has the isolation and segregation that permeated the sparsely existing…

Examples of disabled teachers are given, and their effects on the process and outcome of mainstreaming are examined. Experiences of teachers with physical, visual, hearing, and learning disabilities are cited. (CL)

Validation of a scale measuring preservice and inservice teacher attitudes toward mainstreaming is discussed. (JD)

A succinct overview of the provisions of PL 94-142 and its implications for educators. (Editor/SJL)

The development and operation of a successful volunteer program to assist in mainstreaming special education elementary students are traced. Recruitment, orientation, role responsibilities, and evaluation of the volunteers are discussed. (CL)

Presents one school's criteria for mainstreaming and its procedures for implementing mainstreaming. Emphasis is placed on determining that the student being placed in a regular classroom has demonstrated the academic and social skills needed to profit from such placement. (IRT)

Presents important concepts behind Public Law 94-142, including (1) individualized attention for each handicapped child, (2) freedom from erroneous classification, (3) parental involvement in the process, and (4) exposure of handicapped and nonhandicapped children to one another. (CMV)

The author outlines six tactics which undermine the success of programs designed to mainstream handicapped students. Among the measures pointed out is failing to include regular education teachers in special in-service workshops. (SBH)

The condition is defined, and some of its manifestations are outlined, including petit mal epilepsy, psychomotor epilepsy, and grand mal epilepsy. Constructive ways to deal with epileptic students are suggested, including specific ways to handle a seizure, should one occur. (DLS)

The article briefly highlights a few of the experiences of a commerical food preparation teacher, an auto body teacher, and a special education aide, who all work together to provide a comprehensive vocational program for mainstreamed handicapped high school students at Plano High School in Plano, Texas. (DLS)

A disabled person speaks about the culture of disability and the threat that this concept makes to the world of "normality." He stresses the need to recognize the inherent value of disabled people as persons and the importance of enabling disability culture to be one of the many strands in a multicultural society. (SK)

Presents an alternative instructional approach for helping learning disabled high school students comprehend content area instruction in regular classrooms. Combines the use of direct instruction and advanced organizers. Also identifies and discusses general methods teachers can use to teach learning disabled students successfully in regular…

The article offers a classroom management technique, PASSWORD, that facilitates the smooth transition of handicapped students from the resource room to the regular class. Students are each asked a "code question," usually a review question, the answer to which is the password for leaving the resource room. (DB)