A study involving 90 regular class teachers indicated that the Rucker-Gable Educational Programming Scale appears a valid measure of the construct of knowledge of appropriate placement for handicapped students and sensitive to training effects. (CL)

The article offers criteria for measuring the reasonableness of accommodations made by the regular teacher for the handicapped child in a mainstreamed setting. Examples are given for utilization of material resources for delivery of instruction, classroom organization, instructional materials adaptation/modification, and utilization of human…

The article provides specific accommodations considered as reasonable for regular teachers to make for handicapped students with organizational problems in mainstream classes. Accommodations are listed that apply to all subject areas and that apply to the specific subject areas of reading/literature, spelling/writing, math, and social…

Mainstreaming has always generated problems for teachers and students. The John Witherspoon School (Princeton, New Jersey) developed a self-contained model with more students in fifth- and sixth-grade science and social studies classes and a modified mainstreaming approach (with support services) for seventh and eighth graders previously in…

This study compared qualitative fundamental motor skill performances of 170 nonhandicapped and 138 educable mentally retarded students (6-10 years old). Nonhandicapped students performed significantly better than educable students on each of the seven skills assessed. Results suggested such students should be evaluated before being mainstreamed…

A questionnaire regarding knowledge of hearing disorders and attitudes about mainstreaming hard-of-hearing children was administered to 187 inservice teachers enrolled in graduate communications courses. Results indicated that teachers' knowledge of hearing disorders was quite limited and that they desired substantial additional support and…

This study had two purposes: first, to add to the body of knowledge about instructional practices that promote disabled learners' success in regular education programs and second, to enable researchers to pilot the use of a state-adopted instrument for teacher observation. (MT)

Federally mandated remedial education in elementary and secondary schools has prepared large numbers of students with learning disabilities for college. Varying approaches to accommodating disabled students chosen by colleges and universities are described and discussed. (Author/MT)

A study involving interviews on mainstreaming with 50 hearing impaired, and 40 non impaired students as well as 45 teachers revealed problems for ordinary pupils (including disruption in their own education), for handicapped students (including excessive noise levels), and teachers (including requirements of extra time). (CL)

The report describes the activities and accomplishments of Phildelphia's Urban Model Project, a federally funded model demonstration program designed to effect changes in services for students with severe disabilities. As a result of this project, a majority of these students are currently attending regular schools along with their chronological…

Students involved in systemic/behavioral intervention approaches in a behavior disorder program within a public school system demonstrated statistically significant gains in attendance, academic credits, and mainstreaming success compared to previous regular school records. Initial follow up data demonstrated more continued education, higher…

Practices of 43 states were surveyed to identify policy patterns characterized as integrative or nonintegrative. Integrative policy patterns had fewer categories of handicaps, more college-based training programs for teachers of severely handicapped students, and teacher certification standards which require regular educators to have some special…

Describes a New York City program, the Adaptive Learning Environments Model (ALEM), that successfully provided academically at-risk students instruction in regular classroom settings. The program achieved remarkable results, but, due to state policies, it was discontinued in 1983. (MD)

The study evaluated effects of integrated special education preschool programs, relative to comparable groups of children in nonintegrated special education preschools, across a broad assessment battery. Children in both types of programs made significant gains across the year, while Ss in integrated classes scored significantly higher only on a…

Stigmatizing effects of special education can be minimized by careful management of the physical environment, replication of the mainstream program wherever and whenever possible, and inter-class visitations to foster interaction. (CL)