The paper makes two premises: (1) excellence in mainstreaming requires modifications to regular classroom instructional activities, materials, and assessment, and support and assistance for the teachers making these modifications; (2) one criterion to judge the excellence of evaluation of mainstreaming programs is the degree to which an evaluation…

The conference paper examines issues in observing and programing for mainstreamed handicapped children. The underlying cause of the academic or behavioral deficit is usually ascribed to one of three categories: (1) lack of prerequisite skills; (2) lack of motivation; or (3) lack of physical ability to perform the behavior necessary to demonstrate…

In a study of the level, complexity, and initiations of play behavior in 15 handicapped segregated, 15 handicapped mainstreamed, and 15 nonhandicapped mainstreamed preschoolers, Ss were observed during free play. Play levels, according to hierarchies of M. Parten and J. Piaget, as well as the play initiator were recorded every 3 minutes for 90…

The document reports on an international seminar on the role of recreational activities in the social integration of handicapped children. Chapter I presents concluding remarks by M. Neale about the seminar. Chapter II gives an overview of proceedings in the areas of social and philosophical change; theoretical considerations regarding…

Presented are analytical abstracts, prepared by science educators, of research reports in the areas of instruction, mainstreaming, curriculum, classroom learning environment, and the educational use of planetaria. Each abstract includes bibliographical data, research design and procedure, purpose, research rationale, and an abstractor's analysis…

To assess regular classroom teachers' perceptions of mainstreaming, a 22 item questionnaire was completed by 117 teachers (K through 12). Among results were that nearly half of the Ss indicated a lack of preparation for implementing mainstreaming; 47% tended to be very willing to accept aminstreamed students; 42% said mainstreaming was working…

Parents (N=282) and teachers (N=121) were surveyed on academic and social issues involved in mainstreaming handicapped students. Teachers and parents represented four different educational settings: a minimally mainstreamed public school, a heavily mainstreamed public school, a special school for students with disabilities, and a reverse…

Written for teachers and parents with little or no knowledge of special education, the book provides information on games and activities to help integrate young children with hearing or visual impairments, mental retardation, and other physical and learning disabilities. Each activity includes statements of the purpose, goals, materials, and…

The document presents the final report of a 1977 study on the extent and effects of mainstreaming handicapped children into the Calgary Public School System in Canada. Summary statements of study findings are provided together with a discussion of conclusions and recommendations. The specifications which guided the study design are listed, along…

An overview of mainstreaming in various nations is presented in this paper. Following a discussion of the background of mainstreaming, the paper offers brief analyses of mainstreaming trends in the United States; the Nordic countries; the nine Common Market nations; and the socialist countries, specifically the Soviet Union. The paper concludes…

A diagnostic-prescriptive resource room program adopted by the Holcomb Campus School of the State University College of Arts and Science, Geneseo, New York, was described. Its aim was to accomplish mainstreaming through incorporating individualized instruction with the team approach. (Author/RK)

A study of 45 preschools in Washtenaw County, Michigan was undertaken to examine integration of handicapped children in their programs. (BRT)

The characteristics or such high incidence handicaps as educable mental retardation, learning disabilities, and behavior disorders/emotional disturbances are described. Special considerations for counseling handicapped children, as well as strategies and techniques for individual and group counseling, are also discussed. (Author)

Suggests useful approaches for school counselors to use when consulting with teachers who are attempting to create least restrictive environments for handicapped children. (Author)

Examines the new aspects of the counselor's role under PL 94-142. Stresses the need to avoid excessive labeling of children, and to refrain from setting limited expectations or becoming overprotective. (BP)