Four crucial areas in the success of mainstreaming are good communication, administrative support, adequate time, and inservice training. (Author)

The use of cooperative (rather than competitive) games in the class can enhance interactions between handicapped and nonhandicapped students in the classroom. (DB)

A teacher had to deal with the problem of effectively instructing slow learners while making sure that the gifted students were kept interested by practicing creative thinking. Paradox and analog techniques were applied to instruction in a biology class. (SBH)

Sensitive, conscientious teachers can help change children's competitiveness into greater feelings of success and self-worth and can enhance acceptance for mainstreamed handicapped students. (CL)

Analyses of 212 questionnaires completed by school districts with mainstreaming programs indicated that placement in the regular class did not enhance individualization of instruction for exceptional learners. Placement in the most restrictive educational environment was, however, a good predictor of individualized instruction. (CL)

Overall issues examined include weekly lesson assignment sheets, aids to learning, levels of abstraction, and grading. The modification of existing curriculum is treated in terms of class structure and content. Changing the existing curriculum is discussed in terms of class structure, curriculum content, task hierarchies, and socialization. (DLS)

The article discusses the rationale for mainstreaming handicapped children into preschool programs and describes some of the mainstreaming strategies used in the University of Oregon's Center on Human Development Preschool Program for mainstreaming handicapped children. (DLS)

Addresses four issues in the mainstreaming of handicapped children into the least restrictive environment: readiness of the system to deal with the concept of handicapped, availability of support systems for mainstreaming, establishment of continuum of service units, and acceptance of the concept that mainstreaming is "good" for all students. (SBH)

The effects of age, grade placement, visual acuity, sex, arithmetic, and reading achievement were investigated on the integration of 61 visually handicapped children (8 to 22 years old). (CL)

The author cites provisions of PL 94-142 and notes the arts advocacy thrust of the National Committee on Arts for the Handicapped. She urges arts educators to concentrate on the integrative aspects of this trend, not forgetting arts education for all through over-emphasis on special groups. (SJL)

A student tutoring program in which nonhandicapped secondary students worked with their handicapped peers is described as a successful experiment in reverse mainstreaming. (CL)

A model is presented to facilitate the movement of children from a residential center to community schools. The purpose of the model is explained to break the reintegration process into incremental steps which are expected to make the child's adjustment to a new school situation easier and more successful. (Author)

Covers two major aspects of reading instruction for mildly mentally handicapped children in the regular classroom: a review of their reading characteristics and a presentation of questioning techniques useful for promoting their reading comprehension. (FL)

The problems of integrating the physically handicapped child are discussed including descriptions of major handicapping conditions, a discussion of the development of mainstreaming programs, suggestions for successful programs, and comments on the financial implications of mainstreaming. (MM)

In an interview, K. Wyatt, president of The Council for Exceptional Children, discusses issues related to determining the most appropriate and least restrictive environment (LRE) placement for mentally retarded persons. (CL)