Describes a successful program in which handicapped students of all kinds are included in a regular school. A prominent part of the program is the peer tutoring given the handicapped students. (IRT)

Only a few studies have addressed the question of whether the learning of nondisabled students will suffer in inclusive classrooms. Surveys of parents and teachers generally say that they see no harm to the nondisabled children. Only one study has addressed the issue of whether nondisabled students will receive less attention from their teachers,…

Children labeled neurologically handicapped subsequent to psychological and medical evaluation were exposed to treatments: (1) placement in a self-contained classroom; (2) retention in a regular class with help from tutors; (3) retention in a regular class with no extra help. Effects on academic achievement and visual-motor functioning showed no…

Some handicapped children attain higher social and academic success in the regular classroom with supportive personnel. (Author)

The article examines present policies and practices in special education affecting those children with mild handicapping conditions. (RD)

The large majority of the 300 blind and partially sighted students in British Columbia public schools are enrolled in regular day schools. Students are supported by a system in which textbooks and other materials are translated to braille, specialist teachers assist regular class teachers, and special equipment is made available.

Problems involved in grading mainstreamed students are examined, and solutions are suggested, including communication between regular class and resource teachers, use of a combination of corrective feedback and quantitative scores, use of individualized education program performance objectives, and emphasis on intra-individual assessment. (CL)

The author draws from her experience to cite factors needed for successful integration of children with hearing and visual impairments. She suggests that planning must take into account the physical setup, commitment of staff, school organization, and parents' involvement. (CL)

Group reinforcement procedures were effective in increasing on-task and rule-following behavior of a third-grade class of 52 students that included four behavior problem students referred to special education. Intervention included the teachers setting a class goal and the class selecting a group activity for meeting the goal. (CL)