Comparison of behavior ratings of resource room (N=3) and regular (N=17) teachers of 29 elementary grade handicapped students found that regular teachers rated students as significantly more maladjusted than did resource room teachers. Correlations between the two sets of ratings were in the moderate range. (Author/DB)

The observational study examined the frequency and severity of misbehaviors of 98 behaviorally disordered adolescents on both mainstreamed and categorical bus transportation arrangements. Data indicated a dramatic increase in frequency and severity of misbehavior during the period of categorical transportation with a parallel increase in the…

The study examined perceptions and attitudes of 27 teachers of deaf high school students in a mainstreaming setting and 18 teachers of deaf students in self-contained classes. Questionnaire responses showed general support for mainstreaming but needs for better communication between special and regular educators and more administrative support.…

The paper questions whether the school consultation model which provides services to learning disabled students has a sound theoretical base. Included are an examination of 10 different models of consultation and their relationship to theory and a review of studies on facilitating the mainstreaming of learning disabled and other low achieving…

Describes a questionnaire and interview study of the attitudes of 14-year-olds toward their physically handicapped peers. Reports that adolescents from integrated schools were more likely than students from nonintegrated schools to think that the physically handicapped were clever, friendly, capable, and approachable. (Author/CH)

This section from a forthcoming book is designed to help students with hearing-impaired, mainstreamed peers in their classes gain an understanding of various aspects of hearing loss. A true/false quiz introduces the material. Detailed answers to the questions provide teachers with necessary background information, appropriate classroom activities,…

The proposed merger of special and regular education is analyzed relative to conditions of mild handicap and the capability of the regular education system to serve all pupils effectively. Conditions necessary for restructuring include support for research and evaluation, the study of programs as well as individuals, and multiple program models.…

Factors effecting the success of preschool early intervention programs for children birth through age five are discussed. Specific issues covered include building a high quality program, maintaining quality instruction, integrating related services, providing the least restrictive environment, identifying participants, designing the delivery…

The article proposes a unified educational system combining special and regular educational programs. Advantages include treatment of all children as individuals, integration of school personnel, personnel preparation organized according to areas of instructional expertise, and normalization of advocacy and funding activities. (DB)

Portions from the diary of the integration facilitator hired to assist a profoundly retarded Canadian teenager to develop a circle of normal peer friendships tell of the girl's successful integration into a regular grade 9 class. (DB)

The discussion analyzes Austrialian national and four state policies from a sociological perspective. Written policies are examined along several dimensions, including various integrationist positions. In addition, the article considers other aspects of these policies which have social and sociological significance, including their social control…

Results of a prevalence study of mildly retarded children in 312 primary school classes (N pupils = 8,967) revealed that 80% of the teachers reported mildly retarded children in their classes an overall prevalence rate of 8.04%. Prevalence/referral rates and characteristics of identified/referred children did not differ significantly across…

Observation in mainstreamed preschools revealed that retarded Ss were integrated into the peer group's social and emotional, but not verbal, life; teachers' initiation of social integration with retarded Ss was inversely related to degree of peer group integration; and retarded Ss received more enrichment and protection from teachers than from…

Preservice teachers need to be prepared for mainstreaming of handicapped students into the regular classroom. The attitudes of preservice teachers toward education of the handicapped in regular classes were assessed to discover if college courses dealing with special education influence attitudes. (DF)

Five historical stages are identified in analysis of placement efficacy for mildly retarded students: (1) birth of the efficacy question, (2) tremendous growth in special classes, (3) move to abolish such classes, (4) search for alternatives along the continuum of services, and (5) recent re-analysis of appropriate placements. Research is…