Vista College has always placed high priority on making its classes available to disabled students. When public demand mandated instruction in microcomputers, a program was designed to be accessible to handicapped and able-bodied individuals. Describes how this program was achieved and the success of the college's computer learning center. (JN)

A teacher describes her experience trying to mainstream a manipulative disabled child and her techniques for demanding academic work from him. (MT)

A hearing impaired undergraduate participated in all class lectures, classroom drills, and examinations involving oral dictation of transcription in a mainstreamed summer session. Success was ascribed to the university's use of cued speech, a phonemic system compatible with phonetic analysis and transcription. (Author/CL)

Intended for regular class teachers working with mainstreamed physically handicapped pupils, the article offers guidelines regarding school organization, conditions directly affecting the pupil, and classroom considerations. A brief review of the major conditions (such as allergies, cerebral palsy, and muscular dystrophy) is presented. (CL)

Regular and special educators (N=334) identified the social skill competencies necessary for successful performance in secondary mainstream settings. Competencies fell into three major areas: appropriate work habits, respect for others and their property, and ability to follow school rules. (Author/CL)

The author describes his experiences as the only physically disabled child in his elementary school and later as one disabled student among many in a special school. (CL)

The article discusses general classroom management suggestions to help the learning disabled student achieve in the regular classroom. Suggestions address aspects of orientation/organization, physical environment, directions, instruction, memory, assignments, worksheets, and evaluation. (CL)

The author replies to an article by F. Gresham in which Gresham argued that social skill training is an important prerequisite to satisfactory mainstreaming of handicapped children. The author questions Gresham's interpretation of social skill training studies in segregated settings, and emphasizes the need for more social skills training. (MC)

Teachers' responses to inappropriate behavior were significantly lower when addressing the misbehavior of a handicapped child as opposed to misbehavior of a nonhandicapped child. When the child was handicapped, the teacher was significantly more willing to use corporal punishment, have the child reassigned, and predict future academic failure.…

In addition to a positive relationship between willingness to integrate and special training or knowledge, a relationship existed between perception of disruptive behavior of mainstreamed children and willingness to integrate. Results supported the contention that willingness to integrate handicapped children increased as regular class teachers…

The author reviews findings from a four-year study of mainstreaming programs, notes complaints of regular classroom teachers, describes successful approaches to promote integration, and discusses a range of mainstreaming models from informal "deals" between teachers to unconditional mainstreaming. (CL)

Suggestions are offered for facilitating integration of hearing impaired and deaf students. Considerations cover three main areas: school organization, the pupil, and the classroom. The importance of understanding the student's fatigue is emphasized. (CL)

The paper argues that the criterion form-referenced (CFR) concept contradicts the philosophy and definition of mainstreaming, whereas a cognitive conceptualization constitutes a more appropriate framework for designing and assessing mainstreaming. Learning from a cognitive perspective that emphasizes self-regulation is reviewed. Specific examples…

The paper summarizes two studies on Team Assisted Instruction (TAI), combining cooperative learning and individualized instruction to accommodate the social and academic needs of mainstreamed academically handicapped students and their nonhandicapped classmates. TAI improved social and academic behavior, and in one study, increased mathematics…

Outlines findings from a Wisconsin study to identify problems hindering the process of implementing mainstreaming programs in secondary schools. Includes eight recommendations and a reference list. (MD)