Mainstreamed students should be graded in terms of their growth rather than by comparison with nonhandicapped students. Fair evaluation procedures include determining terminal and enabling objectives; pretesting and functional assessment; monitoring progress; measuring achievement; and transferring the evaluation into a meaningful grade. (SK)

The role of a teacher in working with visually handicapped children in regular classes is discussed. The use of remedial materials, low-vision aids, and classroom adaptations are considered. (CL)

Reports some practical efforts currently taking place in several Catholic schools to translate the least restrictive environment concept into practice. Part of a theme issue on disabilities. (Author/SJL)

Case studies of the implementation of the Education for All Handicapped Children Act in 17 school districts show that we have seen only the early stages of increased opportunities for the handicapped. (Author/MLF)

Successful techniques for mainstreaming acoustically handicapped teenagers are discussed. Issues addressed include team effort, student and teacher preparation, evaluation, and impact on students' social, educational, and work life. (Author/CL)

The author recounts personal experiences with her severely retarded daughter and goes on to consider the principles of mainstreaming. (SBH)

Provides information and specific suggestions for the regular classroom teacher who must cope with visually handicapped children in reading classes. (FL)

Evaluation of mainstream tutorial modules which were designed to help 18 teachers and administrators individualize instruction for mainstreamed handicapped learners pointed out problems and benefits of the system. Teachers were found to require assistance from administrators and specialists in areas of scheduling, materials, preparation time, and…

A study of the feasibility of mainstreamed vocational education was undertaken with 45 educably mentally retarded high school students (ages 16 to 20). Data gathered from a work behavior rating scale showed that, when compared to a control group of 45 normal students, the Ss' work adjustment was significantly lower than that of the control group.…

Results indicated that teachers held unfavorable attitudes toward mainstreaming. They believed that they did not have the time, support services, or training necessary to teach handicapped children in their classroom effectively. (Author/DLS)

The article, Part III in a series, discusses the normalization and deinstitutionalization of the mentally retarded in Australia. Two conceptions of normalization are critically examined--W. Wolfensberger's and Nirje's--including costs, benefits, problems, and underlying assumptions. (For Parts I and II, see EC 120 881.) (DLS)

A flexible, tolerant attitude that encourages experimentation and a little risk helps lower educational barriers for blind and sighted alike. (DS)

There are new requirements and opportunities for educating the handicapped. The ultimate success of mainstreaming depends on the leadership of school prinicpals. (Author/MLF)

The article discusses a successful program for mainstreaming the handicapped preschool child into a regular classroom. Pointed out is the need for a cross section of children with and without disabilities, consistent and sometimes intensive support for disabled children, collaboration with parents, and initial assistance with peer relationships.…

Presents criteria for identifying gifted children which are most often responsible for discriminating against handicapped children. (SA)