The article suggests that mainstreaming efforts have been largely unsuccessful because of faulty assumptions, focus on academic attainment for handicapped children, and failure to consider the social development of handicapped children. Self-efficacy theory is cited as a way to refocus the process and teach positive social behaviors to…

Visually impaired students can be successfully integrated into industrial education classes as long as careful selection, placement, and planning decisions have been made. Techniques for teaching machine-tool operation are considered, along with the use of aids developed specifically for visually impaired persons. (CL)

Deaf speakers and signers use their eyes to communicate in a number of ways. Teachers should become familiar with facial and head behaviors of deaf signers to increase understanding in their mainstreamed hearing impaired students. (CL)

A pilot program using hearing impaired adults as teacher aides in regular class settings was rated highly by cooperating teachers, children, parents, and administrators. This "mainstreaming" approach has expanded to include deaf student teachers. (CL)

Analysis of questionnaires completed by commissioners of education on their designees for all 50 states revealed that 14 state education agencies (SEAs) had no specific special education certification requirement for regular teachers, 17 required one course on exceptionalities, 2 had one required course pending and 2 had a two-course requirement.…

The study explored the interpersonal experiences of 48 deaf adolescents attending two-year occupational education programs with nonhandicapped peers. Results indicated that a climate conducive to integrated interactions and friendships did emerge in the mainstreamed programs. (Author/CL)

A three-tiered approach to help teachers develop a meaningful mainstreaming program begins with the development of self-esteem in each student. Cross-age tutoring, the second tier, can enhance learning of nonhandicapped and handicapped students. The final tier focuses on information and support needs of the staff. (CL)

A model is described which provides a smooth transition from the resource room to the regular classroom for mildly handicapped students. The model, particularly appropriate for secondary students, emphasizes teamwork by having a special education teacher work in the mainstream classroom on a regular basis. (CL)

The article explores how courts are weighing the mainstreaming preference of the Education for All Handicapped Children Act in deciding appropriate placements for deaf students. Suggestions are made on how residential and day schools can provide a mainstreaming component meeting the concerns of judges and hearing officers. (Author/CL)

A three-year project focused on helping regular class elementary teachers develop and implement individualized math instruction for mainstreamed handicapped students. The teachers developed criterion-referenced tests and instructional materials based on learning hierarchies and become more aware of classroom management. The program produced…

The need for a global education approach is emphasized in a teacher's account of a class that included 15 acoustically handicapped students. Topics focused on historical backgrounds and commonalities, food shortages, multinational corporations, and energy problems. (CL)

Author suggests three keys to success in helping children (and parents and teachers) deal with physiological blocks to learning. (Editor/CB)

Intended for parents and teachers is a reading list of approximately 60 articles on integration of hearing impaired children into regular public school programs which includes articles published from 1964 through 1972. (DB)

Reverse mainstreaming (integrating sighted children into a special class) can be an effective approach with visually impaired elementary students, both in terms of academic benefits (such as increased individualized instruction for sighted students) and social benefits (including a greater understanding of blindness). (CL)