An inservice program on mainstreaming was based on teachers' needs/concerns identified in assessment interviews which were then largely addressed in a job-embedded approach. (CL)

Because grading practices relating to mainstreamed handicapped pupils have received little attention, the paper investigates the pertinent issues and gives examples. Emphasized is the need to avoid confusion caused by arbitrary grading systems, and clearly identify graders, consumers, and messages intended by the grades. Choosing satisfactory…

In a study involving 50 undergraduate and graduate education students the Attitudes Toward Mainstreaming Scale was found to have a large first factor with adequate reliability. There was a low correlation between knowledge and ATMS scores, although knowledge was more strongly related to classroom acceptance of exceptional students. (CL)

The study investigated the extent to which six handicapped and six nonhandicapped preschoolers interacted with other children and adults during free play, fine motor, circle, and snack. Observations and analysis of the interaction revealed that only noticeable differences between the two groups were observed during free play activities. (Author/CL)

Some specific guidelines and procedures for developing and implementing successful mainstreaming programs are provided. Factors discussed include: developing criteria for mainstreaming; preparing handicapped students; preparing nonhandicapped students; promoting communication among educators; evaluating student progress; and providing inservice…

To succeed in moving into regular class settings, learning disabled and other handicapped students must acquire generalization strategies. Approaches to aid generalization include verbal or written instructions, feedback, reteaching and positive practice, rewards or contracts, and peer cooperation. (CL)

An examination of case records and special educational placement decisions for 40 children found that very few children were mainstreamed and that other than the child's ability and/or learning/behavioral characteristics were strongly implicated in special educational decisions. (Author/CL)

The experimental group of 37 teachers read and discussed information related to an integration of severely handicapped students into regular schools. Results indicated that teachers' attitudes and behavioral intentions toward the integration of severely handicapped students into regular schools can be significantly influenced by such a program of…

The author, a college senior, with cerebral palsy, advocates integration of most physically handicapped children into regular classes on the basis of her own experiences in regular schools and classes. (DB)

Describes the integration of a blind child into a regular kindergarten classroom. (ST)

Set forth are guidelines for the regular class teacher who has, for the first time, a severely hearing impaired student in her classroom. (KW)

The use of simulation in a workshop for school administrators was found to foster more positive attitudes toward special education and increased acceptance of regular class placement of the handicapped. (RT)