A study of the feasibility of mainstreamed vocational education was undertaken with 45 educably mentally retarded high school students (ages 16 to 20). Data gathered from a work behavior rating scale showed that, when compared to a control group of 45 normal students, the Ss' work adjustment was significantly lower than that of the control group.…

Results indicated that teachers held unfavorable attitudes toward mainstreaming. They believed that they did not have the time, support services, or training necessary to teach handicapped children in their classroom effectively. (Author/DLS)

The article, Part III in a series, discusses the normalization and deinstitutionalization of the mentally retarded in Australia. Two conceptions of normalization are critically examined--W. Wolfensberger's and Nirje's--including costs, benefits, problems, and underlying assumptions. (For Parts I and II, see EC 120 881.) (DLS)

A flexible, tolerant attitude that encourages experimentation and a little risk helps lower educational barriers for blind and sighted alike. (DS)

There are new requirements and opportunities for educating the handicapped. The ultimate success of mainstreaming depends on the leadership of school prinicpals. (Author/MLF)

The article discusses a successful program for mainstreaming the handicapped preschool child into a regular classroom. Pointed out is the need for a cross section of children with and without disabilities, consistent and sometimes intensive support for disabled children, collaboration with parents, and initial assistance with peer relationships.…

Presents criteria for identifying gifted children which are most often responsible for discriminating against handicapped children. (SA)

The article explores the effects of mainstreaming four visually handicapped preschool children in a sighted preschool. The need for extensive preparation is stressed as vital to the success of a mainstreaming program. (PHR)

Considers how the movement toward inclusive classrooms has enhanced significantly disabled students' opportunities for increased social interaction with their peers and it coincidentally has brought with it learning and achievement challenges for students as well as for their teachers and parents. Finds that the concept of treatment acceptability…

Presents various instructional techniques and examples of dances teachers can use to accommodate and integrate students with ambulatory disabilities, reviewing basic inclusion principles as they relate to dance and providing a suggested progression for teaching dance when including children with ambulatory disabilities. The article illustrates…

Factors to consider when a disabled student is integrated into a physical education class are discussed as well as specific ways to accommodate students with disabilities in an integrated physical education setting. (IAH)

Provides 25 citations to books, journal articles, and other publications for mainstream teachers with English-as-a-Second-Language (ESL) students. (MM)

Discusses Rudolf Laban's analysis of human movement and applies it to working with and assessing exceptional children. (JOW)

Children with mental retardation and multiple handicaps can effectively participate in play activities and games, but the experience must be structured for them. Techniques for organizing play activities involving handicapped and nonhandicapped children are offered. Examples of singles play, rotation play, and associative play are described. (JDD)

Reviews a documentary videotape entitled "Regular Lives" that presents case studies of successful mainstreaming of the disabled. The video shows both the obstacles and benefits of placing children with physical and mental disabilities into regular classrooms with typical children. (TE)