The report describes the development and use of the Educational Assessment of Social Interaction (EASI), part of project REACH (Regular Education for All Children with Handicaps). The EASI is intended for program evaluation rather than individual student evaluation. The scale, originally developed to measure interactions among severely disabled…

The final volume in a series on Project REACH (Regular Education for All Children with Handicaps) is addressed to administrators involved in integrating severely disabled students into regular public schools. The manual is intended as a trouble-shooting tool with information on background theories and specific strategies. An introductory chapter…

The extent to which three groups of learning disabled (LD) adolescents differed in language was examined. Ss were 30 LD students enrolled in secondary special classes, 30 LD students in secondary special classes, and 30 LD students integrated in regular secondary classes who received additional support beyond that ordinarily provided in regular…

The guidebook, designed for professionals and paraprofessionals working with disabled persons in parishes, schools, and institutions, examines issues in religious education with disabled persons. Papers focus on integration of disabled persons into the religious educational community and into the Christian community. S. Hall makes a plea for full…

The effectiveness of a cognitive coaching condition on the social acceptance of 26 handicapped children in regular first through fourth grade classes was examined. Children were randomly placed in one of three conditions: cognitive coaching (in which students were taught techniques of getting along with peers); individual instruction (control); or…

Fourteen children's books which may help classroom teachers understand children with handicaps are described. The books deal realistically with a variety of handicaps (mental retardation, hearing impairments, blindness, physical disabilities, and multiple disabilities) and can be an effective tool in helping nonhandicapped children empathize and…

Mainstreaming may not be the most efficient instructional approach for those mildly retarded persons with limited potential. (CL)

Thirty-three teacher behaviors previously identified as characteristic of teachers effective with mainstreamed students were examined for their effects on peer acceptance of the mainstreamed students. Elementary teachers (N=118) participated. Classroom observations were recorded and a group test of peer acceptance was administered. Correlational…

The report summarizes the first two phases of project IMPACT (Implementing Mainstreaming Programs through Active Cooperative Training), a Montgomery County, Pennsylvania approach using a committee format for analyzing and addressing mainstreaming needs. A needs assessment instrument examining four aspects of concern about mainstreaming was…

The monograph examines successful factors in preparing parents, teachers, and pupils for mainstreaming handicapped students and describes exemplary practices from a mental health perspective. Model programs were selected on the basis of the following criteria: temporal, instructional, and social integration; teacher and parent support and…

Intended to help accommodate special needs learners in the vocational classroom setting, the handbook presents information on mainstreaming. Chapter I focuses on legal requirements and teacher roles in serving special needs students in the vocational classroom. Chapter II provides a historical overview of special education legislation and reviews…

Developed by the staff of the Albuquerque Integration Model (Project AIM Outreach), the guidelines present a framework for organizing and conducting an integrated classroom for handicapped and nonhandicapped preschoolers. AIM is reviewed in terms of its conception of placement along a continuum of less restrictive environments. Guidelines center…

Intended for parents, the handbook explores the nature of and rationale for integration with young disabled children. Social and instructional integration are defined and similarities with mainstreaming are noted. Answers are provided to commonly asked questions, such as whether nonhandicapped students begin to imitate behaviors of handicapped…