Teacher, parent, and peer ratings of 19 mainstreamed trainable mentally retarded (TMR) primary students revealed that the TMR children as a group were below average in sociometric status, but cores varied widely. Sociometric status was not associated with behavior ratings but was negatively correlated with all areas of school competency.…

Nine special needs children who had been mainstreamed into regular classrooms were asked to draw a man and make a clay figure of a man. All but two of the children performed at the level of students of comparable mental age. Their clay figures were less sophisticated than their drawings. (IS)

Offers suggestions for parents and school personnel designed to help handicapped children look upon school as a normal course of events. (FL)

Discussed are the advantages of a comprehensive school in Great Britain, in which slow learners are integrated into regular classes. (IM)

A common practice in the fields of education, mental health, and juvenile justice is to segregate problem youths in groups with deviant peers. Assignments of this sort, which concentrate deviant youths, may facilitate deviant peer influence and lead to perverse outcomes. This possibility adds to the list of arguments in support of "mainstreaming"…

A strong preference within IDEA (the Individuals with Disabilities Education Act) is that children with disabilities are educated in neighborhood schools and general education classrooms (including physical education) whenever appropriate. Consequently, the general physical education class should be considered as the first physical education…

Resource teacher programs designed to keep handicapped learners in the educational mainstream can be seen to differ across certain dimensions, though they should share some common standard attributes. (DB)

Proposed are two decision models intended to be followed by regular teachers, with the consultation of special educators, in the identification of handicapped children and in the provision of direct services to handicapped children in regular classrooms. (GW)

The hypothesis was investigated that partially deaf children have more social-emotional problems than severely deaf children, with the corollary that the policy of placing partially deaf children in ordinary schools might need to be reconsidered. (Authors)

Proposed is a strategy according to which a classroom specialist would provide in-service learning experiences for classroom teachers with the objective of enabling teachers to become relatively self-sufficient and competent to teach basic skills to all students, including those with significant learning disabilities. (GW)