Federally mandated remedial education in elementary and secondary schools has prepared large numbers of students with learning disabilities for college. Varying approaches to accommodating disabled students chosen by colleges and universities are described and discussed. (Author/MT)

A study involving interviews on mainstreaming with 50 hearing impaired, and 40 non impaired students as well as 45 teachers revealed problems for ordinary pupils (including disruption in their own education), for handicapped students (including excessive noise levels), and teachers (including requirements of extra time). (CL)

The report describes the activities and accomplishments of Phildelphia's Urban Model Project, a federally funded model demonstration program designed to effect changes in services for students with severe disabilities. As a result of this project, a majority of these students are currently attending regular schools along with their chronological…

Students involved in systemic/behavioral intervention approaches in a behavior disorder program within a public school system demonstrated statistically significant gains in attendance, academic credits, and mainstreaming success compared to previous regular school records. Initial follow up data demonstrated more continued education, higher…

Practices of 43 states were surveyed to identify policy patterns characterized as integrative or nonintegrative. Integrative policy patterns had fewer categories of handicaps, more college-based training programs for teachers of severely handicapped students, and teacher certification standards which require regular educators to have some special…

Describes a New York City program, the Adaptive Learning Environments Model (ALEM), that successfully provided academically at-risk students instruction in regular classroom settings. The program achieved remarkable results, but, due to state policies, it was discontinued in 1983. (MD)

The study evaluated effects of integrated special education preschool programs, relative to comparable groups of children in nonintegrated special education preschools, across a broad assessment battery. Children in both types of programs made significant gains across the year, while Ss in integrated classes scored significantly higher only on a…

Stigmatizing effects of special education can be minimized by careful management of the physical environment, replication of the mainstream program wherever and whenever possible, and inter-class visitations to foster interaction. (CL)

Among major results were that nonhandicapped preschoolers tend to select nonhandicapped friends of their same sex and age, and the same nonhandicapped preschoolers tend to select handicapped children who are older than themselves, who are more advanced cognitively than other handicapped children, and who are of the same sex. (Author/CL)

The types of planning and school and classroom organization necessary to mainstream visually impaired students are examined, general teaching suggestions are offered, and modifications to the traditional classroom are suggested. (CL)

In a study involving 15 regular-education teachers and 15 special-education primary teachers, judgment ratings by regular-education teachers depended both on the characteristics of the target child and the integration ratio in the free-play activity. Special-education teachers' judgments also were influenced by child characteristics but not the…

The article describes one instructor's delivery of a graduate level course on exceptional learners in regular classrooms as well as the positive effects enjoyed by participating school personnel, many of whom entered this inservice training with negative attitudes. (Author/CL)

The roles and responsibilities of special educators and pupil personnel staff in mainstreaming handicapped students are considered. Communication with regular educators, building administrators, and ancillary personnel is stressed as special educators are advised to mainstream themselves. (CL)

Results of a study involving 49 special education secondary students revealed that the Goal-Oriented Approach to Learning (enlisting the student's help in developing an appropriate classroom program) was superior to traditional procedures in terms of student attainment of instructional goals and teacher utilization of a greater range of…

The article describes services for mildly handicapped/mainstreamed students of the Extraordinary HOMEwork Line (a homework hotline), face-to-face tutoring, and family tutoring workshops. (CL)