The authors examine some of the underlying problems in the current organizational structure of the schools that hinder regular classroom teachers from being able to adapt their instruction to meet diverse student needs and suggest modifications needed in the traditional structure. (Author/CL)

A survey of Welsh units for children with learning difficulties revealed that most mainstream teachers preferred not to teach slow learners; that very little antagonism toward slow learners was reported by nondisabled students, staff, and parents; and that only a few schools appeared to have planned a strategy for progressively extending…

Observations of 245 severely mentally retarded target students revealed that the rate of social bids directed by these students to other students and by other students to them was significantly higher in integrated than in segregated social groups. (Author/CL)

Two naturalistic observation experiments were conducted to ascertain the extent to which mainstream teachers spent differing amounts of time with students labeled as learning disabled and with nonlabeled students. Results of both experiments showed that teachers do not spend significantly more time assisting students labeled as learning disabled.…

Elementary special education teachers can enhance the transition of handicapped students into mainstreamed classes by careful planning and preparation of the regular class teachers, nonhandicapped students themselves. Followup communication with the regular class teacher must be maintained. (CL)

Studied 18 committed persons who were receiving outpatient treatment and compared them with three patient groups that differed by admission status and treatment setting. Results indicated applying the principle of least restrictive alternative in civil commitment seldom results in outpatient treatment, even after initial treatment in a more…

Examines the gap between educators of handicapped students and educators of nonhandicapped students to discover ways the gap is destructive and ways it can be bridged. (FL)

Strategies are presented for overcoming three common inservice problems regarding mainstreaming: perceived need for inservice by educators and policymakers versus limited funding available; perceived need for inservice for mainstreaming versus competing community priorities; and stated need for inservice versus natural obstacles presented by staff…

Teachers may choose from one of three options in completing an individualized project as part of inservice mainstreaming training: (1) product completion, (2) creation of instructional practices/procedures, and (3) planning and conducting an inservice session. Sample summaries of each type are included. (CL)

Discusses research on the effect of integrating disabled children into early childhood programs. Finds fears that nondisabled children will imitate the socially unacceptable behaviors of disabled children or will not make adequate progress to be unfounded. Social integration of disabled children was found to be dependent on the attitudes and…

The parents of a severely mentally retarded 11-year-old describe how a "buddy program" pairing mainstreamed and nonhandicapped students resulted in a close friendship between their daughter and a 12-year old nonhandicapped girl. (CL)

The development of relationships among families of hearing impaired persons is traced through the cycles of the marriage, parent-child relationship, and child and peer interaction. Impact of environment (home vs. residential school), society, economic stability, and social organization and lifestyle is analyzed, and stages in personal development…

The article describes judicial interpretations of Section 504 of the Rehabilitation Act of 1973, and P.L. 94-142 (The Education For All Handicapped Children Act), and comments on their impact on mainstreaming for hearing impaired persons at the elementary, secondary, and postsecondary levels. (CL)

A teacher describes what happened when she discovered that a blind student had been mainstreamed into one of her fifth-grade art classes. (RM)

Extensive observational data were gathered in high school classrooms for handicapped and nonhandicapped students to establish social norms for comparision purposes, and help determine integrated placement. Significant difference in two behaviors (reading and listening/participation) were noted between the handicapped and nonhandicapped students.…