A limited survey of 85 normal ninth and tenth graders and 15 with recognizable handicaps, all in the same English classes, revealed that, while classroom acceptance provides few problems for the handicapped, social acceptance is harder to win and that exposure may increase acceptance levels. (Author/PGD)

With special reference to Alabama schools, the authors review the development of the mainstreaming concept and consider some of the attitudinal, definitional, organizational, and regulatory problems inhibiting this reintegration of regular and special education. (SJL)

The communication practices and attitudes toward communication of 557 mainstreamed, hearing impaired adolescents were investigated. The data indicated that these adolescents adapted their communication styles to fit the person with whom they are communicating, that they feel reasonably successful communicating with hearing people, but that the…

The responses of 122 university students to 24 statements expressing attitudes toward the school integration and community integration of 11 groups of exceptionality and the normal were submitted to an ordering-theoretic data analysis procedure. (Author)

The Total Communication Choir of the Saginaw, Michigan, public schools integrates deaf and hearing elementary and junior high students in music performance. All students both sign and sing. Methods used to instruct the choir are described. (SJL)

To make mainstreaming a functional process, the cooperation, support, and shared expertise of both vocational educators and special educators are required. (SK)

The authors describe a process, a social integration program, for promoting social development of autistic children which brings normal peers (second and third graders) to the special setting. Steps for planning the play session are given and guidelines for play session structure are offered. (SBH)

The article provides special educators an approach for consulting with elementary school teachers faced with mainstreaming. Materials included in a teacher consultation packet are described and a strategy for conducting consultation is offered. (SBH)

Data collected on 151 educable mentally retarded (EMR) students (8 to 15 years old) during a two-year period revealed very low rates of integration with nonhandicapped students. The majority of integration which did take place occurred in nonacademic subjects. (Author/SBH)

The author considers the role of the special education teacher as consultant to the regular teacher serving the handicapped student in the regular classroom. (SBH)

An exchange program for five hearing impaired children (grade 5) from the Rhode Island School for the Deaf and 23 Henry Barnard School children (grade 4) took place during the 1978-79 school year. (SBH)

Two classes of first graders--one of handicapped children, the other of normal children--developed their own ways of learning about each other. (Author)

Outlines a model for cooperative programming and discusses the roles of school professionals, peers, and the community. (JOW)

The MAD (Making Appropriate Decisions) model for providing educational services to gifted children in the regular classroom is described. The model provides for a planning process which takes into account a definition of giftedness, consideration of common needs, and specific considerations for individual students. (DB)

Presents data on the special needs student gathered during a national survey on industrial arts education. Areas include accommodation, enrollment, funding, and laboratories. (CT)