A teacher shares how a mainstreamed reading group can be a medium through which children are enabled not only to make reading gains but to better accept individual differences in themselves and in others. Examples are offered from her third grade class. (DG)

Self-concept scores were collected on 169 elementary students who divided their school day between special classes and the educational mainstream. Results suggest that mildly handicapped children from high socioeconomic status levels who remain inadequate academically in comparison to their special-class peers have self-concepts significantly…

Results revealed a significant main effect on the behavior variable and a significant Personality x Race interaction on all inventory dimensions, suggesting that regular teachers perceived maladaptive behavior of mainstreamed retarded students as a threat to a conducive instructional atmosphere and the achievement of nonretarded students. (Author)

Describes the principal's role in fostering positive acceptance of special education in his or her school. Includes a reference list. (MD)

The article describes possible adaptations of standard audiovisual equipment (overhead projectors, videotapes, tape recorders, graphic materials and bulletin boards) for use in teaching mainstreamed handicapped students. (CL)

The article discusses common problems facing mainstreamed hearing impaired persons and describes ways in which "maps" can designate a person's representations of reality. Mental health implications of such maps and their ability to locate the source of adjustment difficulties are noted. (CL)

Discusses problems mildly disabled students often have with their assignments and offers ways teachers' can adapt regular academic content to overcome those problems. (FL)

Twelve elementary teachers deemed successful with mainstreamed handicapped and regular students were observed, interviewed, their daily records examined, and assessed by self-report to measure 74 teacher variables. Results suggested a tentative profile of teachers effective with mainstreamed students. (CL)

High levels of social interaction skills were not necessarily correlated with teachers' perception of success for 15 moderately/mildly handicapped kindergarteners, while task behavior and independent task performance were. (Author/CL)

Mainstreaming the exceptional child necessitates that regular and special teachers work much more closely today than in the past. The most important element for successful mainstreaming is effective communication. This article describes the collaborative consultation model as one approach to attaining good, effective communication. (Author/CL)

A special education administrator raises questions about separating learning-disabled students from the regular education classroom for specialized instruction, proposes strategies to accommodate learning difference and address specific learning needs in the regular instructional program, and suggests the need to reevaluate the benefits derived…

A 10-item questionnaire was administered to investigate attitudes of parents of nonhandicapped children toward mainstreaming of handicapped children. Responses indicate a high degree of ambivalence toward its impact on educational quality. (TE)

The social behaviors of seven handicapped and five nonhandicapped preschool children in an integrated classroom were monitored during free play. Results showed some level of interaction between handicapped and nonhandicapped children in over 50 percent of all nonisolate intervals. Although both groups of children demonstrated a preference for…

The model to aid regular teachers in providing the most personalized attention to the greatest number of mainstreamed students is presented. Descriptions and illustrations of students' responsibilities (following directions, approaching tasks, obtaining assistance, gaining feedback, and gaining reinforcement) and teachers' responsibilities…

Describes the impact of a 1975 federal law mandating free and appropriate public education for all handicapped children. Several activities are suggested for media specialists to prepare themselves for mainstreaming.