A model depicting teacher-to-teacher communication can serve as a guide for special class teachers to systematize and streamline communication with regular teachers of mainstreamed learning disabled students. (CL)

Reanalysis of data from a study of the activities of 59 regular elementary students vis-a-vis the Individualized Education Program process and mainstreaming of handicapped students examined practices in which nonhandicapped students were regularly sent to special education classrooms for reasons including instruction and social integration. (CL)

To help teachers ensure that spellng instruction for mainstreamed handicapped students is direct, comprehensive, student-oriented, varied, individualized, and based on research, the article poses 11 questions for analyzing spelling materials and practices. (CL)

Questionnaires completed by 450 elementary pupils and by 14 fourth- and fifth-grade teachers revealed a discrepancy between the two groups' social skill focus. Students favored communication and play/sport skills as factors facilitating social interaction while teachers tended to view task-related behaviors as more critical to mainstreaming…

A variety of teacher, student, environmental, and support service variables affect the success of mainstreaming efforts for physically disabled students. (CL)

The study examined strategies through which educators can map the social, or behavioral, characteristics of proposed mainstreamed placements. Results indicate that patterned behaviors can be documented and prevented to individuals through videotaping and analysis procedures. The information gained from such procedures is generally not otherwise…

An investigation of the educational impact of integration of severely handicapped students revealed that over and above functional level, degree of integration, as measured by interaction with nonhandicapped students, was a significant predictor of educational progress, as measured by the proportion of individualized education program objectives…

The article lists sources of assistance and teaching strategies used by 71 secondary classroom teachers perceived by teachers of learning disabled students as highly effective teachers for that population. Sources and strategies cover 10 academic disciplines: business, home economics, industrial arts, mathematics, English, music, physical…

A review cites 16 studies (1976-82) on placement of trainable (moderately) mentally retarded children in preschool, elementary, and secondary levels. Among conclusions drawn are that TMR integration is more frequent at preschool elementary than at secondary levels, and that it is largely restricted to less structured settings. (CL)

The paper reviews the rationale for integration in physical activity. Research is cited on benefits expected to accrue in the areas of motor performance, social interactions, attitudes of others toward the handicapped, and improved self-concept of the handicapped. (Author/CL)

Of school districts making high use (HU) and those low use (LU) of regular class placement options, HU special education administrators were generally more positive than LU Ss about mainstreaming and placement issues. HU teachers were more positive than LU teachers on several issues, and principals as a group were dramatically more positive than…

Spina Bifida children (N=22) in regular and special schools were matched for IQ and their academic achievement compared. Data from tests revealed that Ss from special schools were behind their peers in mathematics with no significant differences in reading. (CL)

Three behaviorally disordered mainstreamed 10- to 12-year-old students were systematically trained to prompt teachers for help, praise teachers after receiving help, and prompt teachers for approval on their academic and social performance. All three subjects were able to modify the amount of teacher help they received in the regular classroom.…

Discusses a study that examined the perceptions of school life among physically disabled students aged nine to twelve. Also discusses implications for designing more appropriate school environments for mainstreamed physically disabled students. (JOW)

The Teacher Expectation Questionnaire was designed to measure the initial expectations of the regular classroom teacher toward the mainstreamed handicapped child in four areas (teacher expectations of child's academic and behavioral potential, perception of ability to work with the child, and general attitude). (CL)