Recommended to facilitate integration of hearing impaired children into regular public school programs, is that administrators in the special schools initiate a selling effort to convince mainstream educators of the importance of accepting hearing impaired students and of providing adequate programming for them. (Author/DB)

The interview with the mother of a 14-year-old deaf girl points out the educational development of the girl after she was placed in a regular school. (CB)

The impetus and logic for maintenance or reintegration of marginally inadequate students in regular class programs is discussed. (Author)

Discussed are undesirable proliferation of special education classes and some possible alternatives which could increase the number of children able to remain in regular classes. (KW)

The short article describes the Shift of Emphasis Project in Texas, which is explained to be developed and funded by the Bureau for Educational Personnel Development, Special Education, U.S. Office of Education. (CB)

The author expresses concerns regarding three issues in the field of learning disabilities: (1) the nature and quality of research in this field; (2) the divisive actions of leaders in the field; and (3) issues of mainstreaming resulting in both parental and professional backlashes. (Author)

A sociometric and observational analysis of the social environment of seven learning disabled (LD) and 90 regular class peers, in grades two through five, yielded results such as that nonhandicapped and LD students were accepted at an equal level by class peers. (Author/MC)

Programs in three British schools that have attempted to integrate physically and multiply handicapped children into regular classes are described. Remedial teachers were used to support the regular teacher and provide advice on physical and learning problems. (CL)

The literature and court cases point to the need for discipline alternatives for handicapped students other than suspension and expulsion. As more cases come to court, and as more specific policies are formulated, the discipline dilemma between this need and actual practice should be resolved. (JOW)

The article describes a program in which disabled students from a special school (Tulse Hill) take general science classes at a nearby London comprehensive school. (SW)