Available from: Teacher Education and Special Education, The Council for Exceptional Children, 1920 Association Drive, Reston, Virginia 22091. The author views the concept of mainstreaming exceptional children from his perspective as a parent of an educable retarded child, a school board member, and a regular teacher educator. (CL)

Identified are seven educational options and related services for determining individualized education programs of aurally handicapped students. (CL)

Application of the principle of normalization in services for the mentally retarded is beset by important problems in both theory and practice. In the trend toward deinstitutionalization, there should be careful programming for adequate new facilities before discarding old facilities. (MS)

The guest editorial by W. Cruickshank criticizes as facile the assumption that the least restrictive environment for learning disabled children is a regular classroom. (GW)

A teacher describes her program which prepares young orthopedically handicapped children for integration into regular classrooms. Available from: Allen Raymond, Inc., P.O. Box 1223, Darien, Connecticut 06820. (GW)

In anticipation of adjustments regular class teachers will have to make as mainstreaming proceeds under the Education for All Handicapped Children Act, the author offers guidelines on welcoming and adapting teaching methods for handicapped learners. Available from: Allen Raymond, Inc., P.O. Box 1223, Darien, Connecticut 06820. (GW)

Assessment of the expectations of families with handicapped (N=9) and nonhandicapped (N=50) young children before and after the introduction of handicapped children into a day care center revealed both groups felt that greatest benefits were derived from exposing children to the "real" world and promoting acceptance of handicapped children.…

The article presents a report, based on a five-month visit, of vocational integration of persons with mental handicaps in five Western European countries: Denmark, Great Britain, Italy, Switzerland, and West Germany. (DB)

Limitations of the current division of the general and special education service delivery systems are identifid with focus on disabling attitudes of general and special educators. Stressed is the need for a unified educational system which meets the special needs of all students. (DB)

Methods for dealing with classroom behavior problems of handicapped students in mainstream classes should follow the principle of least intensive intervention. Specific strategies for reducing undesirable behavior (planned ignoring, stating expectations, signaling) and increasing desirable behaviors (modeling, structuring the situation, positive…

The article reviews the efforts (since 1976) of a group of parents and teachers in Agueda, Portugal, to obtain public education for severely handicapped children in integrated primary, elementary, and secondary school classroom settings. (DB)

A followup study on nine British children with moderate learning difficulties who were transferred from a special school to their neighborhood comprehensive schools reports that eight of the children appear reasonably well adjusted to the comprehensive school. (DB)

The article examines the research used to support the Regular Education Initiative, especially the literature on the efficacy of special education and studies examining the Adaptive Learning Environments Model, a mainstreaming program. The support provided by these lines of research, however, is seen to be minimal. (Author/DB)