An analysis of interviews with 41 teachers and 15 students indicated that teachers use different criteria for assigning grades to disabled students, effort and attendance are heavily weighed, and some teachers make systematic efforts to establish performance standards for exceptional students. The students were aware that good behavior and effort…

The majority viewpoint of mainstreaming fails to account for the linguistic and cultural heritage of deaf students. It is suggested that the educational environment must recognize those aspects unique to the deaf and that mainstreaming should be examined from an ethnic minority perspective. (Author/CL)

The article proposes a conceptual model for analyzing major delivery systems of instructional content used in Dean's Grants (a program to foster reform relayed to mainstreaming). Curriculum and faculty development issues are considered and weighted. Implications are suggested for the incorporation of content on other sociopolitical issues in…

The author reports his impressions of early childhood special education in Italy from the review by Cecahini and McCleary, and notes the integration at all levels of schooling as the most distinctive feature of the Italian educational system. (CL)

Teachers can promote learning within the mainstream classroom through organization of three aspects: (1) preparation of materials, (2) presentation of materials, and (3) teacher-pupil interaction. (CL)

The article presents an example of an evaluation process for use with inservice programs, specifically Project TIME, Training for Individualized Mainstream Education. Evaluation data (from such measures as a classroom observation scale and participant feedback survey) shape the direction of the inservice. (CL)

Schedules of 844 mildly handicapped elementary school students were analyzed to describe the degree of appropriateness of mainstreaming practices. School variables were then investigated in relation to appropriate scheduling. Data analysis revealed that very few students had appropriate mainstreaming schedules but that "good" scheduling was found…

A mainstream high school program with limited enrollment of hearing impaired students offers expanded opportunities through efforts to find appropriate role models, expose students to career information, bridge the communication gap, prepare regular teachers, find qualified interpreters, and promote after-school activities. (CL)

The study tested a model of the relationship between educational mainstreaming and the achievement of 225 hearing-impaired students. Evaluation using path analysis indicated that the model adequately represents the relationships in the data among student background, achievement, placement, and later employment. (Author/CL)

A program for gifted students at the intermediate level is described that allows students to "mainstream" while participating in accelerated experiences. (MD)

Presents a reflective poem depicting the thoughts of a special education child. (BJD)

Demands of mainstream secondary and postsecondary settings on learning disabled (LD) students are reviewed, including demands to work independently with minimal teacher help and feedback, complete assignments, and gain information from large volumes of materials written at relatively high readability levels. Attempts to teach learning strategies…

Both inservice and university courses produced significant changes in responses of 154 regular classroom teachers on a questionnaire. Significant changes were found on the total test and in the variables of skills, time, attitudes, materials, and services. (Author/CL)

Results of interviews, attitude scales, questionnaires, and school record reviews revealed that teachers (N=120) generally approved of the principle of integration of slow learners while viewing the practice as impractical and sometimes undesirable. Students were not particularly antagonistic to slow learners, and parents were generally satisfied…

Eight Down's Syndrome children integrated into regular classes after exposure to 3-5 years early intervention, functioned within the mild rather than the moderate range of mental retardation, and their social skills and oral reading and comprehension were acceptable. (Author/CL)