The article reviews potential barriers to implementing the Regular Education Initiative (REI) in secondary schools and then discusses a set of factors central to developing a workable partnership, one that is compatible with the goals of the REI but that also responds to the unique parameters of secondary schools. (Author/DB)

The social adaptation of mainstreamed mildly retarded children was assessed. Results indicated that mildly retarded children were very much rejected by their peers. In comparison with nonretarded classmates, they reported significantly more dissatisfaction and anxiety about their peer relations. (PCB)

Describes how Brighton Area Adult Education Service managed to run a successful "wider outlook" course that achieved integration of special needs students with the general public. (JOW)

Results of surveying 21 educators responsible for coordinating their school districts' mainstreaming programs revealed that although educators acknowledge a commitment to mainstreaming few have employed viable implementation procedures. Results suggested the need for a model of recommended policies and procedures. (DB)

The article recounts efforts of the Mississauga Association for the Mentally Retarded (Ontario) to provide preschool retarded children with an appropriate educational program in integrated settings. (DB)

A pilot program which integrated five severely handicapped children into regular primary grade classes in Edmonton, Alberta, is described. The program was developed as a result of encouragement by parents of handicapped children in an integrated preschool program. (DB)

Eleven academically handicapped and 18 nonhandicapped members of a fourth-grade class participated in an auditing procedure in which they audited their own performance and that of all classmates on daily arithmetic assignments. Handicapped students on the average audited classmates more often (although not signficantly more so) than nonhandicapped…

A case in which professionals underestimated the ability of a Down's Syndrome child to function with his peers in a mainstreamed setting suggests that educators should be willing to listen to parents and others with differing opinions. (CL)

Administrators should address such planning considerations as preexisting conditions, staff inservice, and preparation of regular students to ensure successful integration of disabled students. (Author/CL)

Analysis of 1500 Australian principals' ratings indicated that they are positive only about integrating children who demand neither extra competencies nor extra-curricular duties from regular class teachers. Principals were dissatisfied with the support services routinely provided and seek resource personnel who can directly assist teachers in the…

Two teachers describe their efforts to promote positive attitudes toward deaf and hearing impaired students through inservice training based on surveys of hearing students in kindergarten, grades one through five, and hearing teachers. (CL)

The author describes her discussion with school personnel, administrators, tutor/interpreters, and deaf students, regarding the effects of mainstreaming and P.L. 94-142. She cites general dissatisfaction with both the social and intellectual progress made after 10 years of the legislation and notes difficulties with the concept of least…

Sex difference characteristics among handicapped pupils need to be given attention in order to improve the overall quality of students' education. This article synthesizes and charts gender similarity and difference characteristics based on research findings and advocates actions toward improving the education of handicapped students. (MT)

The study involving 60 disabled and 624 nondisabled elementary students compared three methods used to evaluate social ability: teacher ratings, sociometric ratings, and direct observation. Findings revealed that disabled children are viewed as less socially acceptable by both teachers and peers but do not differ from nondisabled peers in actual…

Teaching social skills to mainstreamed handicapped children can be accomplished by prompting, praising, using graduated guidance, and capitalizing on incidental teaching. (CL)