A money skill curriculum in which trainable mentally retarded students raise money and manage it, is given as an example of an appropriate curriculum for this group. The importance of using simulations and encouraging the help of normal peers is emphasized. (CL)

Answers five questions related to the advisability of mainstreaming handicapped preschoolers. It is concluded that a strong rationale exists for integrating handicapped preschool children into regular programs and that research findings indicate that integration is beneficial to both handicapped and nonhandicapped. (Author/RH)

A model of the way experts are now helping handicapped children in schools is criticized. The model is set within limits, such as: (1) do not regard a multifactored assessment as a miraculous device; (2) do not reject research; and, (3) do not resist working along with experts. (Author/GK)

The author investigated possible components of teacher expectancy and attitudes toward the integration of emotionally disturbed students into regular classes with 34 teachers of grades 4 through 6. The label "emotionally disturbed" was found to be a significant predictor of teacher ratings. (Author/SB)

For handicapped children to receive adequate instruction in the regular classroom, appropriate placement of the mainstreamed child and sufficient resources and services to support the regular classroom teacher are just as important as teaching skills. (Author)

A psychologist and special educator discusses the delicate balance that must be maintained in deciding whether the benefits of mainstreaming outweigh its disadvantages in specific cases. The decision should be based on a handicapped student's abilities rather than on political considerations. (WD)

Teacher reports showed that only slightly more teacher time was required by young handicapped children than nonhandicapped children in PATHWAYS, a model project providing a mainstreamed setting for young handicapped children. (CL)

The contents and implications of Britain's Education Act of 1981, which concerns the education of children with special educational needs and includes provisions for special education in integrated settings, are discussed. (CL)

A school psychologist suggests 10 practical classroom management and instructional techniques that the regular class teacher can use to help a hyperactive child. (SJL)

Appropriate educational experiences for handicapped children in the mainstream of education will only occur if regular educators are willing to accept some new professional roles. The article describes some of these new roles and presents a rationale for relying on the regular educator to provide meaningful experiences for handicapped children in…

Discusses a study to determine how educating handicapped and disadvantaged students in the least restrictive environment is accepted and practiced by secondary vocational agricultural teachers in North Dakota. Includes conclusions and recommendations. (JOW)

The Immediate Reinforcement and Remediation (IRR) method is advocated as a systematic approach to aid in the success of mainstreamed elementary slow learning and learning disabled students. IRR allows the resource room teacher to followup on identified critical lessons using different materials and aids. (CL)

The article discusses barriers to organizational acceptance of mainstreaming handicapped children and offers suggestions to school administrators for breaking down those barriers. (DB)

Court rulings forming the basis for the principle of least restrictive environment for exceptional students are reviewed. The principle is seen to require a continuum of educational alternatives. Implications of state and federal legislation (P.L. 94-142, the Education for All Handicapped Children Act) are discussed for severely handicapped…

It appeared that the normal children made heroic but unsuccessful attempts to establish contact with DS children but eventually give up, with the result that the DS child becomes an isolate in the group--interacting with none except the adult helpers. (Author/SB)