The investigation to determine teacher attitudes toward regular class placement for handicapped children included an opinionnaire, eight personal contacts with teachers, and four observations. Results indicated that every teacher answering the opinionnaire agreed that class progress was not impeded by presence of the handicapped student. The…

Guidelines are provided for the teacher who has a blind student in the class. (JD)

Specific suggestions are made to help a teacher communicate successfully with a deaf child. (JD)

The article describes mainstreaming of hearing impaired and deaf students in Germany, Austria, and Switzerland. (PHR)

The author discusses what mainstreaming is, reasons for mainstreaming, Public Law 94-142, and preparing personnel for mainstreaming. (MF)

The article examines some of the unique issues involved in mainstreaming preschool and kindergarten emotionally disturbed children. (Author)

A physically handicapped teacher discusses her own school experiences, emphasizes the importance of allowing handicapped children to be independent, and warns against stereotyping on the part of teachers. (JD)

Describes the experiences of a blind sixth grade boy who has been in regular classes since kindergarten. Briefly discusses things that his parents and school personnel have done to help him adjust to his handicap and function as a typical child. (JMB)

President Carter's approach to financial management is discussed as it applies to the trend of returning greater numbers of exceptional children to the instructional mainstream. (SBH)

Available from: Special Education in Canada, Dave Muir, Subscription Manager, 12 Doucett Place, Scarborough, Ontario M1G 3M2. Described is an approach to mainstreaming hearing impaired students which uses interpreter-tutors. (CL)

Discusses the characteristics of children with Down's Syndrome in relation to mainstreaming these children into normal preschool classes. (SB)

The article describes a program in which deaf students from a Canadian residential school for the deaf attended a regular high school for certain subjects. The program's success is attributed to planning, adequate staff support, and the fact that students maintained their positions of leadership in the residential school. (Author/DB)

Special considerations in interpreting for hearing-impaired children in mainstream programs, including the variety of accompanying roles and responsibilities are addressed. Excerpts are presented from interpreter guidelines developed by one countywide mainstream program. Greater attention to preparation, evaluation, and certification for…

A sociometric rating scale was administered to 46 mainstreamed learning disabled (LD) students. LD and nonhandicapped (NH) students did not differ significantly in regular classroom sociometric status. In addition, LD pupils were as well known as their matched peers and rated fellow LD students in the same classes higher than did NH raters.…

The article describes three preschool units for children with special educational needs and considers the problems in integrating them into the mainstream. They note that true integration must include involvement of parents and collaboration with teachers. (CL)