An elementary school incorporates team-teaching mainstream experiences for hearing impaired students with access to a communication center that includes services of hearing resource teachers, speech and language pathologists, and audiologists. Students are paired with a hearing "buddy" for classroom activities. (CL)

Forty-two administrators surveyed regarding their attitudes to mainstreaming revealed that approximately 30 percent supported the special class model as the best placement for handicapped children, although approximately 75 percent believed that normally developing children profit from contact with handicapped children. (CL)

Regular teachers working with mainstreamed handicapped students may draw on classroom helpers, extra-classroom support, specialized equipment (such as low vision aid and modifications of standard audiovisual aids), staff designated responsible for students with special needs, and in-service training. (CL)

Results of a study involving five elementary behavior disordered students indicated that both silent reading of and listening to systematic previewed procedures were related to higher performance levels than when no previewing was provided. In addition, the listening procedure was differentially related to higher rates of words read correctly than…

The author suggests that, although the decision not to integrate exceptional students may appear realistic, it may actually be defeatist. Latent reasons, such as fear of failure and fear of social rejection, are seen to underlie academic arguments in some cases. (CL)

Analysis of four normal classrooms--each with one learning or behavioral problem (L/BP) student--and four problem classrooms--each with four to eight L/BP students--with the Barclay Classroom Climate Inventory yielded such findings as that problem classrooms have lower control and stability and more introversion and seclusiveness. (MC)

Regular and special elementary level educators completed questionnaires on specific social skills critical for success in the mainstream setting. Three general social skill areas and 15 competencies were identified. Differences between regular and special educators and primary and intermediate level teachers were identified. (Author/CL)

Recent studies on the integration of handicapped with nonhandicapped preschoolers and its effect on social interactions are reviewed. Studies include those reporting the spontaneous occurrence of social interactions between young handicapped and nonhandicapped children and those reporting the need for structure and training to facilitate…

Mainstreaming is as important for the autistic child as for any other individual with special needs, although modifications of the concept itself may be needed. Adopting a normalization principle, together with strategies designed to facilitate transition to more normal instructional settings, can improve chances for services. (Author/CL)

A study of 156 K-3 classrooms revealed that the Adaptive Learning Enviornments Model, an educational approach that accommodates, in regular classes, a wider-than-usual range of individual differences, can be implemented effectively in a variety of settings, and that favorable student outcome measures coincide with high degrees of program…

Results of a study involving 14 learning disabled students show that self-monitoring procedures are readily adaptable for use by learning disabled pupils in the regular classroom setting and that using self-monitoring procedures correctly is an important variable to consider when implementing them. (Author/CL)

Learning disabled adolescents can be helped to make sense of large amounts of material by a systematic study approach that builds on memory strategy. Such a strategy includes building on meaningful associations and recollections and using specific memory aids (such as kinesthetic, visual, and auditory rehearsal). (CL)

A special education teacher describes an approach to mainstreaming in which she accompanied mildly handicapped students into the regular class (grades six and eight). Team teaching and coordinated planning between special and regular education teachers were emphasized. The experience was positive in terms of peer interaction as well. (CL)