Teachers will have little influence on the social integration of handicapped children unless they plan and encourage cooperative activities between the handicapped and the nonhandicapped. (Author/IRT)

Illustrates the cross purposes of tracking and mainstreaming. (JT)

Thirteen intrinsic and extrinsic uncorrelated (orthogonal) factors related to academic performance of hearing impaired children integrated into regular classes are identified and described. The factors are discussed in terms of their implications for determining the suitability of a mainstream setting for a particular hearing impaired child.…

Describes student benefits of vocational education for the handicapped in terms of motivation, direction, self-confidence, pace of classes, and accessibility of courses. (KC)

The author reviews the work of the Warnock Committee, whose obligation was to look at the whole range of special educational needs from birth to adult life in England. (KC)

The classroom teacher and the special education teacher should work together to provide individual instruction for the learning disabled student in the mainstreamed classroom. (CMJ)

The author recounts her experiences in serving as a resource person setting up a mainstreamed program for a seventh-grade girl with multiple disabilities. The need for inservice training so that all personnel involved are aware of the circumstances of the disabled student is stressed. (PHR)

Mainstreamed students should be graded in terms of their growth rather than by comparison with nonhandicapped students. Fair evaluation procedures include determining terminal and enabling objectives; pretesting and functional assessment; monitoring progress; measuring achievement; and transferring the evaluation into a meaningful grade. (SK)

The role of a teacher in working with visually handicapped children in regular classes is discussed. The use of remedial materials, low-vision aids, and classroom adaptations are considered. (CL)

Reports some practical efforts currently taking place in several Catholic schools to translate the least restrictive environment concept into practice. Part of a theme issue on disabilities. (Author/SJL)

Case studies of the implementation of the Education for All Handicapped Children Act in 17 school districts show that we have seen only the early stages of increased opportunities for the handicapped. (Author/MLF)

Successful techniques for mainstreaming acoustically handicapped teenagers are discussed. Issues addressed include team effort, student and teacher preparation, evaluation, and impact on students' social, educational, and work life. (Author/CL)

The author recounts personal experiences with her severely retarded daughter and goes on to consider the principles of mainstreaming. (SBH)

Provides information and specific suggestions for the regular classroom teacher who must cope with visually handicapped children in reading classes. (FL)

Evaluation of mainstream tutorial modules which were designed to help 18 teachers and administrators individualize instruction for mainstreamed handicapped learners pointed out problems and benefits of the system. Teachers were found to require assistance from administrators and specialists in areas of scheduling, materials, preparation time, and…