Reasons why visually impaired children have been integrated into the public schools are reviewed. (SBH)

Based on a case illustration told from the teacher's perspective, the article discusses some of the problems posed by the entrance of the mainstreamed disabled child into the regular classroom, focusing on teachers and students learning to cope with their own feelings about the handicapped. (DLS)

Senator Kennedy discusses the legal, financial, and philosophical implications of P.L. 94-142, the "Education for All Handicapped Children Act." (JD)

Teacher educators have the responsibility of designing curriculum with awareness that the education system of the future will have to be more adaptable to individual learning and behavioral styles as children with varying degrees of disability are incorporated into the system. (JD)

The problems facing schools of education in training teachers for mainstreaming are discussed, and the role and objectives of Deans' Grants are outlined. (JD)

The techniques presented here are designed to facilitate integration of regular and handicapped populations in physical education classes without jeopardizing the quality of education for either. (MM)

Current practices and trends in outdoor education with exceptional children in 41 county and city school systems in Ohio were explored. Information was obtained on the type and degree of mainstreaming taking place. The results were then compared to a study conducted eight years ago. (Author/NQ)

The Education for All Handicapped Children Act (PL 94-142) which authorizes federal funding to states that have established educational programs for the handicapped, originated in parental politics at the state level. Available from: Allen Raymond, Inc., P.O. Box 1223, Darien, Connecticut 06820. (GW)

Among 13 suggestions to help regular classroom teachers more effectively evaluate mainstreamed exceptional students are minimizing distractions, avoiding oral instructions, simplifying written instructions, providing an understandable and organized format, providing constructive feedback, rewarding and insisting upon effort, providing supervision…

In recent years, new developments have been made in designing play structures for disabled children and understanding their needs while they play. This article examines important questions regarding "mainstream" equipment designed for children at various development stages, design features for disabled children, outdoor classrooms, imagination,…

A parent recounts his Downs Syndrome son's integration into a regular Boy Scout troop and subsequent earning of the Eagle rank. His Eagle project involved speaking about his disability in local elementary, junior high, and senior high schools. Policies of the Boy and Girl Scout organizations concerning disabled members are summarized. (CB)

Regular classroom teachers (N=17) who had taught six oral hearing impaired children at some time over a six-year period were surveyed. While most teachers expressed positive feelings about having worked with a hearing impaired child, teachers of grades three-six were more positive than teachers of grades kindergarten through two. (Author/DB)

A British physical education consultant discusses principles of integrating children with movement problems into the mainstream physical education curriculum, stressing teacher attitude, maintenance of individual records, individualized teaching, support personnel, peer teaching, and selection of activities. (DB)

Comparison of positive social behaviors and peer acceptance of 100 mainstreamed learning disabled and 100 nondisabled children revealed significant differences in peer acceptance and in task-related, interpersonal, environmentally and self-related behaviors. Deficits were evident in both school and home settings and were consistent across teacher,…

The author asserts that deaf students should have an unrestricted opportunity for learning on their own terms, a condition that may not be provided in a public high school. She suggests that the least restrictive environment should be evaluated according to academic, vocational, extracurricular, social, and family aspects. (CL)