Presented is a group interview with F. Wood, K. Dial, and G. Sauer on current research, practices, and procedures for mainstreaming mildly handicapped students at the secondary level. (SBH)

Two teachers, one of normal fifth graders and one of hearing impaired children, describe a combined project in which six hearing impaired students successfully participated in the regular class social studies lessons. (CL)

Discussed is the concept of "least restrictive alternative," its definition, and its implications in special education. (Author/DLS)

Defines both hyperactivity and hyperkinesis, how students suffering from those conditions behave, and the use of drug therapy for reducing such behavior in classrooms. (RK)

A mainstreaming program was initiated in the fall of 1976 between the Maryland School for the Deaf and a nearby public elementary school. (Author/SBH)

The article describes a program developed in 1972 in Montgomery County, Maryland to provide daily resource remediation to elementary school aged children with language handicaps. (CL)

Reviewed is the least restrictive alternative concept and its implications for those providing services to mentally retarded persons. (IM)

Presented is a checklist of child, placement situation, and family parameters which contribute to successful mainstream placement for hearing impaired students. (CL)

This article discusses the ramifications and means of implementing new federal legislation requiring equal educational opportunities for the handicapped. (JD)

For journal availability, see EC 092 078.

The authors review sources of opposition to the concept of mainstreaming handicapped children, cite a lack of knowledge among many educators about the Education for All Handicapped Children Act (Public Law 94-142), and assert that a major deficiency in the legislation is the inadequate consideration for teacher education. (CL)

According to the respondents (state department of education personnel), mainstreaming activities have progressed significantly since 1971, with only a relative minority, roughly one-fifth, of the districts lagging behind the others. (Author)

Among six reasons cited for advocating caution in mainstreaming learning disabled students are lowered self concepts in mainstreamed students due to competition with their normal peers, lack of individual attention, and inadequate teacher preparation. (CL)

Ways that teachers can prepare themselves for a class with a mainstreamed disabled student are described, including obtaining information about the specific disability, visiting the child and parents at home, reflecting upon personal attitudes about disabilities, setting up for a wheelchair user, working with visually- or hearing-impaired…

The article examines service provisions for preschool-aged handicapped students in terms of two legal issues: what constitutes an appropriate program in terms of the intensity/frequency of program length; and how the least restrictive environment provision should be applied to this population. (Author/DB)