The experiment investigated whether free reading in the regular classroom, as opposed to remaining in the resource center, could serve as an effective reinforcer for a hearing impaired 12 year old. (SB)

A study was made of six special units for children with special needs in secondary schools with emphasis on the relationship of the units to the main school and the organizational and curricular issues which arise in promoting integration. Staff and pupils benefit from the units, and students with varied disabilities are better integrated as a…

The evolution of terms, including disability labels in special education, is traced from a social and legal context. The educational implications of the concept of least restrictive environment, and specifically its difficulties when applied to severely/profoundly retarded students, are noted. (CL)

Summarizes 60 characteristics of effective instruction for gifted students that can be provided in the regular classroom. These characteristics include six general categories or areas of "need": individualizing basic instruction, appropriate enrichment, effective acceleration, independence and self-direction, personal and social growth, and career…

Three articles comprise a section on personnel preparation in vocational education. Articles deal with two inservice programs in career/vocational education for the handicapped and a project to train paraprofessionals to assist special educators in vocational education. (CL)

Presents practical educational practices that can assist the elementary school principal in being an effective manager of mainstream programs. Suggests principals must exhibit competence, know about special services for the handicapped, and interface the needs of their staffs with the needs of their students. (NEC)

Describes a program to phase a special needs student into the vocational training program and later to make a transition to community-based placements. A class in reprographics is used as an example. Discusses curriculum and student placement and follow-up. (CT)

The study examined social interaction of partially mainstreamed elementary grade children with their hearing (N=84) and hearing impaired (N=32) peers. It was found that hearing impaired children interacted less frequently with peers and more frequently with teachers than did hearing children. (Author)

Results of the analysis of the questionnaire responses indicated (1) that most teachers were not systematically involved in developing IEPs for their students and (2) that regular teachers were not routinely included in the IEP meeting, especially for students continuing in special education from previous years. (DB)

A treasure hunt game is described as an approach for orienting mainstreamed disabled students to their new schools. Clues are supplied to help students identify roles of such school personnel as the principal, custodian, school nurse, and guidance counselor. (CL)

A management model is proposed in which the resource and classroom teachers cooperate in a structural spelling program for mainstreamed special education students. The program's design and weekly schedule are described. (CL)

The article reports the effects of step-by-step integration of four cognitively and/or behaviorally handicapped preschool children in a day care program designed to serve nonhandicapped children. Results were mixed. Journal availability: see EC 133 846. (Author)

The sociometric standing of 42 primary-aged learning disabled students was investigated in a sparsely populated rural area where learning disabled children were mainstreamed in an elementary school in which an "open concept" delivery of services system was in operation. (Author/SBH)

A number of problems related to integration of the visually impaired child into the regular class are discussed, particularly with regard to necessary curriculum adaptations. Several braille reading, writing, and mathematical notation materials designed to aid itinerant teachers in overcoming these problems are described. (Author/SBH)

Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)