The position paper of the Grand Island, Nebraska, schools supports the assumption that when a pupil's handicap affects his ability to learn and perform, appropriate special education should include guidelines for special grading. The paper identifies grading obstacles such as differing perceptions of various participants in the grading process.…

Forty-two principals completed an inventory on attitudes toward mainstreaming handicapped students. Principals responded to each of 40 statements on a five-point scale. Among findings were that one-third supported the special class model as the best placement for handicapped children, yet approximately three quarters believed that normal Ss profit…

This case study focuses on a deaf education program for elementary students. Four deaf classes categorized as Kindergarten, Primary I (paralleling first grade), Primary II (second and third grades), and Elementary (fourth, fifth, and sixth grades) are described, and one student from each of the classes is focused upon to illustrate the program's…

One of a series of case studies on mainstreaming programs, the report describes a pre-kindergarten program serving disabled children. Interviews with program participants and classroom observations focus on the total learning environment and the experience of five mainstreamed children. Initial comments address the program's physical setting and…

The final report describes the 3-year project CRITERIA (Chesterfield/Richmond Inservice Teacher Education for Regular Instructional Areas) designed to provide inservice training to regular elementary teachers dealing with mildly handicapped students in the mainstream. Goals and objectives for each of the 3 years are listed, along with…

The bibliography of 90 items lists books and journal articles for professionals and parents on the topic of integration of early intervention programs. The list encompasses publications on program models, parental expectations, financial concerns, effects on development of handicapped and nonhandicapped children, social behavior, and educational…

The presentation of Patricia McGill Smith of the Office of Special Education and Rehabilitation Services reviews recent activities of this office to improve educational services for the disabled. Among topics covered are the Regular Education Initiative and research activities concerned with the regular education setting as the primary context of…

The experience of a mainstreamed program for children aged 4 months through 5 years is reviewed and factors involved in serving children with specific handicapping conditions are examined. The importance of viewing children from a developmental perspective is stressed. Among issues discussed are determining program needs for children with…

The study of disabled children attending ordinary schools in Pakistan reports that 1.9% of the 43,416 pupils in urban primary and secondary schools in the Northwest Frontier were reported by their teaches to have a perceptible disability. The breakdown of specific conditions varied from 32% with speech impairments to 8% with hearing loss. Details…

A survey of 112 regular classroom teachers (primary-junior high) examined their attitudes toward mainstreaming handicapped students. The majority of teachers had a favorable attitude towards mainstreaming and expressed the need for inservice training and supportive assistance, but stated less desire for participation in the individualized…

The document contains abstracts of over 100 Dean's Grants Projects, federally supported programs designed to prepare regular education teachers to work with mainstreamed handicapped students. Projects are grouped alphabetically by state and the abstracts provide information on project title, principal investigator(s) sponsoring unit, year of…

The monograph is intended to help administrators clarify issues regarding mainstreaming in preschool education. Four chapters are presented as outgrowths of a workshop on preschool mainstreaming. The first, "Fundamental Issues in Preschool Mainstreaming," by M. Guralnick, focuses on four issues: (1) understanding the purposes of…

Middle and high schoolers, (N=92), some of whom were mainstreamed students, completed an 80-item checklist describing personal, behavioral, or descriptive characteristics. Responses from the original survey indicated broad consensus of all participating groups on a number of items, with differences emerging more on the basis of age than sex.…

Argues that special education cannot continue to be a means of providing relief for teachers of regular classrooms but that special education should serve as a parallel educational system to provide services for children with learning difficulities within the context of the normal classroom. (CS)

A regular classroom teacher describes a mainstreaming program for handicapped children within an open space and team teaching situation. Described are ways that placement procedures, the use of learning centers, and teacher attitudes can facilitate successful mainstreaming. Examples are given of methods of monitoring student progress and of…