Resource teachers can help learning disabled students generalize skills to a mainstream setting with three types of procedures: transfer activities; self control procedures (in which a behavior contract is developed and contingencies for self reinforcement are specified); and cooperative planning (in which resource teachers and regular teachers…

Six mothers of handicappped (MOH) and 40 mothers of nonhandicapped (MONH) children, in a mainstreamed preschool responded to five parental interaction questions. Among results are that MOH tended to interact with either other MOH or MONH, and that MONH usually interacted with other MONH. (MC)

Discusses changes that a social studies teacher can expect when a disabled student is mainstreamed into his or her classroom. The role that the teacher must play is examined. (RM)

Individualized instruction seems to be particularly well suited to the learning styles of gifted students. Independent study is one of the most effective methods for providing individualized instruction to the gifted child in the regular classroom. (Author/SW)

A university laboratory school uses grouping within primary, intermediate, and middle-school levels to accommodate the needs of students gifted in reading, spelling, math, and social studies. Such a program in a regular elementary school would require review of materials by teachers and school-wide planning. (CL)

Recommendations for adapting instruction for learning disabled high schoolers can be made to regular teachers according to a four-part format: frequently observed instructional modifications, difficulty factors based on an average of a sample of general education teachers, comments regarding the implementation, and suggestions for making the…

Describes the variety of attitudes toward mainstreaming characterized by the 25 mainstreaming programs currently being studied in an ongoing research project. Suggests that the failure of mainstreaming efforts is traceable to organizational problems, internecine politics, and lack of skill and/or willingness on the part of school personnel. (PGD)

Special help given to children with Osteogenesis Imperfecta (brittle bone disease) is described, including adapted equipment to allow for writing and use of a classroom assistant to aid participation in a regular classroom. (CL)

The article surveys the position of Canadian teachers' federations regarding special education. (SB)

Numerous reasons exist for using a classroom-community model with severely/profoundly handicapped youth, including skill generalization, reinforcer sampling, awareness by nonhandicapped people, appropriate role models in the community, elevated teacher expectations, parent expectations, demonstrations of competence by students, and facilitating…

The Goal-Oriented Approach to Learning (GOAL), a procedure to actively involve handicapped adolescents in the mainstreaming process, was evaluated with 11 learning disabled high school students. The procedure consisted of four steps: goal setting, goal attainment scaling, selection of classroom instructional strategies, and evaluation of goal…

An observation framework is presented to help teachers prepare the learning environment for mainstreamed handicapped secondary students. The checklist addresses aspects of instructional materials and support personnel, subject matter presentation, learner response variables, student evaluation, classroom management, social interactions, and…

The study involving 302 undergraduate elementary/early childhood education students looked at what specific information relating to serving handicapped students in regular education settings was being provided through traditional education courses and what information needed more attention. (SB)

Questionnaires completed by 200 regular class teachers of mainstreamed educable mentally retarded children (primary, intermediate, junior high, and senior high levels) indicated generally negative attitudes toward the mainstreaming. On the whole, teachers felt unprepared and unsupported, and students received curricula focusing on goals of the…

A transitional English class proved successful in helping learning disabled high school students reenter the mainstream. The class featured team teaching, variable grouping, and individualized grading criteria for such class activities as interviewing and writing. (CL)