The experience of a mainstreamed program for children aged 4 months through 5 years is reviewed and factors involved in serving children with specific handicapping conditions are examined. The importance of viewing children from a developmental perspective is stressed. Among issues discussed are determining program needs for children with…

The study of disabled children attending ordinary schools in Pakistan reports that 1.9% of the 43,416 pupils in urban primary and secondary schools in the Northwest Frontier were reported by their teaches to have a perceptible disability. The breakdown of specific conditions varied from 32% with speech impairments to 8% with hearing loss. Details…

A survey of 112 regular classroom teachers (primary-junior high) examined their attitudes toward mainstreaming handicapped students. The majority of teachers had a favorable attitude towards mainstreaming and expressed the need for inservice training and supportive assistance, but stated less desire for participation in the individualized…

The document contains abstracts of over 100 Dean's Grants Projects, federally supported programs designed to prepare regular education teachers to work with mainstreamed handicapped students. Projects are grouped alphabetically by state and the abstracts provide information on project title, principal investigator(s) sponsoring unit, year of…

The monograph is intended to help administrators clarify issues regarding mainstreaming in preschool education. Four chapters are presented as outgrowths of a workshop on preschool mainstreaming. The first, "Fundamental Issues in Preschool Mainstreaming," by M. Guralnick, focuses on four issues: (1) understanding the purposes of…

Middle and high schoolers, (N=92), some of whom were mainstreamed students, completed an 80-item checklist describing personal, behavioral, or descriptive characteristics. Responses from the original survey indicated broad consensus of all participating groups on a number of items, with differences emerging more on the basis of age than sex.…

Argues that special education cannot continue to be a means of providing relief for teachers of regular classrooms but that special education should serve as a parallel educational system to provide services for children with learning difficulities within the context of the normal classroom. (CS)

A regular classroom teacher describes a mainstreaming program for handicapped children within an open space and team teaching situation. Described are ways that placement procedures, the use of learning centers, and teacher attitudes can facilitate successful mainstreaming. Examples are given of methods of monitoring student progress and of…

Described is a 10-step model of services for emotionally impaired elementary students which uses mainstreaming techniques and includes consultation, followup, parental involvement, team coordination, innovative programing, and coordination within the school district and community agencies. The model, which is in full compliance with P. L. 92-142…

The two articles have the following titles and authors: "Establishing 'Home-School' Relationships with an Institution--A Team Approach" by R. Baum and D. Perner, and "Can Mainstreaming Cope with the System?" by I. Nadler. The first article describes a program which provides self contained classroom instruction for moderately, severely, and…

To determine whether mainstreaming affects the nonhandicapped student's cognitive schema of the handicapped, a story about a physically handicapped boy was read to 28 fourth grade children in a mainstreamed classroom and 29 nonmainstreamed children. The 10 characteristics attributed to the handicapped boy in the story (acquisition items) and 8…

The final report describes activities of the 3 year Integrated Model Preschool Program, which provided special educational services to up to 20 preschool handicapped children per year in an integrated public school setting in Monroe County, Indiana. First year activities focused on developing a prototype preschool demonstration program which could…

The importance of visual orientation and mobility skill training for visually impaired students is emphasized, and suggestions are made for the vision teacher to involve the classroom teacher in providing a meaningful classroom environment for the mainstreamed student. Among strategies listed are keeping recognizable order to the location of…

A data based method for mainstreaming involving 120 elementary students (grades 1 through 5) enrolled in a resource room was utilized. Ss were monitored to find the percent of assignments they were completing in their regular classroom, and to determine the feasibility of using this data base to identify students who were not achieving, and to…