Advocacy and professional organizations in Alabama collaborated to bring about the formal preparation of regular educators in the identification and instruction of exceptional children. (CL)

An interview with L. Lieberman, a teacher educator and author, touches on such topics as departmentalization at the secondary and elementary level, the use of triple level tests to allow students to stay in mainstreamed settings, and the importance of emphasizing skill development rather than subject matter instruction in secondary resource rooms.…

During a six-year in-service training program demographic and correlational data were obtained on 162 hearing-impaired children in public schools. A discussion of these data and specific case histories of three children are used to describe a set of appropriate service delivery options which may be used by direct service personnel. (Author)

A system is described whereby a stenotypist records the classroom instructor's and students' speech which a computer then translates to words on the screen for hearing impaired postsecondary students. Initial results include a high degree of verbatim accuracy, support for real-time operation, and several technical problems including lack of…

Aims to (1) identify and define problems faced by preschool day care personnel as they attempted to mainstream one totally blind child into their program and (2) rank problems according to the degree of concern involved adults felt about the problems. (RH)

Developmental teachers, key members of the special education school team, provide assessment and consultation services and help in mainstreaming. Inservice training via the andragogical (discovery) method is a critical part of the program. (CL)

Analysis of progress reports on school inservice regarding mainstreaming revealed most frequently selected priority objectives (including knowledge of classroom strategies, understanding of handicapping conditions, skills for adapting methods); a variety of types of inservice activities; and more frequent use of learning activities which directly…

Educators (N=105, predominantly regular classroom teachers) appeared to perceive students' behavior problems as more serious when displayed by nonhandicapped or physically handicapped students than when displayed by mentally handicapped students. Ss recommended more behavioral treatments having an authoritarian orientation for nonhandicapped than…

Analysis of questionnaires completed by regular and special elementary teachers, parents of disabled and nondisabled students, and nondisabled and disabled students identified factors conducive to integration and revealed patterns of attitudes toward integration. (CL)

Data were collected for 2,752 students from 22 school districts in two states. In one state, approximately 30 percent of the graduates were placed in regular classrooms while in the other state, 16 percent were found in regular classrooms. Approximately 80 percent of severely disabled preschool graduates were placed in self-contained special…

In two studies regular elementary classroom teachers were observed as they interacted with (1) nonhandicapped high achievers, (2) nonhandicapped low achievers, and (3) mildly handicapped students. It was concluded that, despite varied student-teacher interaction, there is no strong evidence that general preferential treatment is consistently…

The concept of mainstreaming and delivery of services is briefly examined from a principal's perspective. The characteristics which shape a principal's effectiveness are listed and research is cited to show that principals want more responsibility than they now have. Principals are urged to share their mainstreaming experiences with others.…

The paper describes a decision making model for planning and implementing an integration program for exceptional children. Four phases are addressed (sample steps in parentheses): (1) information gathering (functional skills assessment), (2) information synthesis (long range goals), (3) program implementation (individualized education program…

Questionnaires completed by teachers in mainstreamed preschools and parents whose children attended mainstreamed preschools indicated no significant differences among teacher responses based on type of mainstreaming setting, but there were significant differences concerning the value of preschool mainstreaming, the social interaction of the…

Analyses of play suggested more sophisticated levels in segregated than integrated settings. There were no differences between the two settings in appropriateness of play, type of interaction, percentage of attending to teacher-directed learning activities, or quality or quantity of their language in the two settings. (Author/CL)