The authors maintain that the concept of least restrictive alternative placement for exceptional students is frequently misunderstood and misapplied. A three phase procedure for determining which educational services are the least restrictive for a particular student is advocated. (CL)

The author discusses aspects to be considered by resource room teachers of deaf students to implement media in the classroom. Among topics discussed are student needs, degree of mainstreaming, media equipment and personnel, and preparation and use of materials. (CL)

The article responds to a parent's questions on an exceptional child's readiness for mainstreaming. Lists of information to be gathered, both before the individual planning conference and at the conference, are provided, including information on such areas as possible placements and educational goals of different programs. (PHR)

A scale was developed to investigate the effect of selected institutional variables on the attitudes of 941 regular class teachers toward mainstreaming special needs children. (Author/CL)

Describes a program in which both handicapped and nonhandicapped children learn and grow through their mutual interaction. (MP)

An elementary school principal comments on the use of individualized education programs and notes problems to be resolved if IEP's become required for every child. (SS)

Focuses on Latino students' difficulties with higher education because of dual constructions of identity from and toward the Anglo mainstream. Addresses Other perception (the potential problems Latino students encounter in higher education based on how others perceive their individual and group identity); and self-perception (the contradictory…

The paper summarizes the research literature on educating children with severe learning difficulties in ordinary schools, describes individual integration schemes, and presents an organizational model for integrating British children with severe learning difficulties into ordinary schools. (Author/JDD)

This paper addresses the issues of molar versus molecular assessment of integration of people with disabilities, definitions of integration, and assessment in measuring integration. Measures for four integration components are presented: (1) physical integration, (2) social integration, (3) relationships, and (4) social networks. (Author/DB)

This study found no evidence for abnormal temporal placement of the basal urinary cortisol circadian rhythm in a group of 18 high-functioning children (ages 4-14) with autism. There was a tendency toward cortisol hypersecretion during the day, predominantly in autistic children who were integrated into the normal school system. (Author/JDD)

Discusses the role of reading specialists in remediating reading difficulties in mainstreamed classrooms. Describes meeting students' needs, planning, and assessment in a mainstreaming with consultation model which seems to be effective. (SR)

Describes how students with disabilities can participate in theatrical productions. Discusses the positive effects of theater on disabled students. (PRA)

The importance of recognizing the culture of deaf people is often overlooked when addressing issues of student diversity in the schools. Including the culture of deaf students can add vitality and energy to the educational environment, providing an alternative and unique perspective. This paper describes deafness, explains deaf culture, and…

Discusses current trends in science education and the status of science instruction for students with disabilities. Presents a model for successful integration of students with disabilities into regular science classes and concludes with recommendations for educators. Contains 16 references. (JRH)

Inclusion of students with disabilities into regular classrooms has been practised on a voluntary basis in Israel for the past 30-40 years. Special education legislation passed in 1988 included as one of its touchstones the mandate to mainstream students with disabilities into regular classrooms to the maximum extent possible. The "Plan for…