The study examined social interaction of partially mainstreamed elementary grade children with their hearing (N=84) and hearing impaired (N=32) peers. It was found that hearing impaired children interacted less frequently with peers and more frequently with teachers than did hearing children. (Author)

Results of the analysis of the questionnaire responses indicated (1) that most teachers were not systematically involved in developing IEPs for their students and (2) that regular teachers were not routinely included in the IEP meeting, especially for students continuing in special education from previous years. (DB)

A treasure hunt game is described as an approach for orienting mainstreamed disabled students to their new schools. Clues are supplied to help students identify roles of such school personnel as the principal, custodian, school nurse, and guidance counselor. (CL)

A management model is proposed in which the resource and classroom teachers cooperate in a structural spelling program for mainstreamed special education students. The program's design and weekly schedule are described. (CL)

The article reports the effects of step-by-step integration of four cognitively and/or behaviorally handicapped preschool children in a day care program designed to serve nonhandicapped children. Results were mixed. Journal availability: see EC 133 846. (Author)

The sociometric standing of 42 primary-aged learning disabled students was investigated in a sparsely populated rural area where learning disabled children were mainstreamed in an elementary school in which an "open concept" delivery of services system was in operation. (Author/SBH)

A number of problems related to integration of the visually impaired child into the regular class are discussed, particularly with regard to necessary curriculum adaptations. Several braille reading, writing, and mathematical notation materials designed to aid itinerant teachers in overcoming these problems are described. (Author/SBH)

Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)

Teachers will have little influence on the social integration of handicapped children unless they plan and encourage cooperative activities between the handicapped and the nonhandicapped. (Author/IRT)

Illustrates the cross purposes of tracking and mainstreaming. (JT)

Thirteen intrinsic and extrinsic uncorrelated (orthogonal) factors related to academic performance of hearing impaired children integrated into regular classes are identified and described. The factors are discussed in terms of their implications for determining the suitability of a mainstream setting for a particular hearing impaired child.…

Describes student benefits of vocational education for the handicapped in terms of motivation, direction, self-confidence, pace of classes, and accessibility of courses. (KC)

The author reviews the work of the Warnock Committee, whose obligation was to look at the whole range of special educational needs from birth to adult life in England. (KC)

The classroom teacher and the special education teacher should work together to provide individual instruction for the learning disabled student in the mainstreamed classroom. (CMJ)

The author recounts her experiences in serving as a resource person setting up a mainstreamed program for a seventh-grade girl with multiple disabilities. The need for inservice training so that all personnel involved are aware of the circumstances of the disabled student is stressed. (PHR)