Regular and special educators from New York (a labeling state) and Massachusetts (a nonlabeling state) completed a measure of mainstreaming attitudes and special placement knowledge. Among results were that teachers were very consistent in their educational placements and that regular educators consistently chose more normalized settings then…

The article reports results of a study on the Adaptive Learning Environment designed to integrate moderately handicapped students in regular classes on a full-time basis. Data supported the ALEM as a feasible and effective approach and identified significant reading and math achievement gains for regular and special education students. (CL)

The authors, asserting that proponents of integration have often built their arguments on mistaken assumptions, proceed to discuss these assumptions with regard to emotionally disturbed/behavior disordered children and present arguments for segregation and an appropriate procedure for reintegration. (Author)

The article reviews mainstreaming models and describes results of questionnaires completed by 36 Ontario districts (large, medium, and small school boards) regarding service delivery models to implement mainstreaming. Results revealed increased integration of exceptional children and general support for the philosophy of Bill 82, Ontario's special…

Attitudes of an undergraduate sample of teachers and non-teachers (N=182) toward mainstreaming were investigated and compared. Students surveyed harbored generally positive attitudes toward the integration of the exceptional child. However, significant differences were found among teachers and non-teachers as well as males and females on various…

The study evaluated attitudes of 42 principals and 124 teachers on mainstreaming of learning and emotionally disabled students. Results showed that opinions on integration differed in terms of type of disabled student and that for some categories, teachers were more favorably predisposed toward integration than were principals. (Author/CL)

Explored the sociometric status of orthopedically handicapped (OH) high school students in mainstreamed classrooms. OH students (N=29) were compared with classmates on the Peer Rating Scale (PRS). Results either reflected liking for OH students or an inability on the part of peers to express negative feelings toward OH students. (BH)

A 15-year-old with cerebral palsy who has experienced adjustment problems in a regular high school comes to talk with a counselor, as do her mother and father. The counselor notes the normal adolescent challenges and suggests ways the whole family can learn to communicate and support each other. (CL)

A signing-singing group was organized to help hearing students form friendships with their mainstreamed hearing impaired peers. (CL)

A specially adapted microcomputer has enabled a 15-year-old severely disabled girl with cerebral palsy to participate in a mainstreamed seventh-grade class. Her parents insisted that her individualized education program specify access to an in-school computer. (CL)

The article traces the history of mass segregation of handicapped students in U.S. public schools, notes the advent of the concepts of mainstreaming and least restrictive environment, and analyzes such ramifications of mainstreaming as increased numbers of handicapped students in college and re-emergence of "tracking" or ability grouping. (CL)

The mother of a blind child describes her initial doubts about her caregiver role, reviews the rewards and difficulties in mainstreaming, and discusses the effects of his blindness on herself and her relations with family, friends, schools, and community. (CL)

Teachers and parents can help learning disabled students make transitions to mainstream settings by preparing them for change in physical conditions, instructing them in organization and time management, teaching them interpersonal skills through role-playing, and assisting them in identifying and responding to a variety of emotions. (CL)

An integrated community classroom program allows both handicapped and nonhandicapped elementary students to learn to work together cooperatively while still providing individualized programs. The model emphasizes student and teacher modeling of appropriate behavior and includes a reinforcement program (CL)