The article describes the integration of physically handicapped children into an English primary school. The school was chosen because of its location and physical attributes. The attitudes of staff members and nonhandicapped students toward the handicapped children have made the integration program a success. (PHR)

Points out that for mainstreaming to work, it requires much effort on the part of the business teacher, the handicapped students, and the students. Discusses physical and emotional barriers and gives suggestions to ease the situation. (JOW)

Notes that expulsion and suspension are incompatible with the goals of P.L. 94-142 and, therefore, are not available to schools as a discipline measure for special students. Outlines options the schools can create to deal with disruptive handicapped students. (IRT)

The prediction of the contact hypothesis, that contact between nonretarded and educable mentally retarded (EMR) adolescents would result in the EMR adolescents being viewed as more competent, likeable, and socially acceptable, was examined with 26 mainstreamed ERM adolescents. (Author)

The article clarifies what is meant by the "least restrictive environment" as mandated by P.L. 94-142 (the Education for All Handicapped Children Act), particularly as it relates to hearing impaired children. (SBH)

The study tested the premise that peer interaction is an expected outcome of mainstreaming, using the Interaction Observation Schedule for systematic observation and recording of the interactions of 22 mainstreamed visually impaired students and their nonhandicapped classmates. (Author)

The authors encourage the inclusion of recreation in the individualized education plans (IEPs) of retarded students by selectively reviewing the literature. In addition, specific instructional concepts are presented (such as integration with nonhandicapped and use of task analysis). (Author/SBH)

Presented are 11 sources of literature relating to inservice courses, programs; training materials, and workshop descriptions to aid classroom teachers in the mainstreaming of handicapped students. (LH)

Rules and coaching suggestions are set forth for a game played blindfolded. (JD)

Analysis of questionnaire results indicates that the majority of Kansas educators are unaware of and in disagreement with P.L. 94-142, that their concerns are at the low end of the concerns hierarchy, and that training needs to address awareness, personal impact, the reallocation of resources, and consequences for students. (Author/IRT)

The author sees the integration of handicapped with nonhandicapped children as an opportunity to increase communication options. The environment's role is considered as well as "peopling," the individual interacting with others. (CL)

The Chapel Hill Training Outreach Project, a demonstration project for gifted/handicapped preschool children and their families, is described. Identification of the population is reviewed, and the criteria for admission to the program and curriculum content are discussed. (PHR)

Using vignettes of individual handicapped children in Ohio schools, the authors discuss the importance of P.L. 94-142 in helping these children to develop productive lives. (SJL)

The author attempts to dispel some traditional myths and makes some suggestions for all educators to contemplate concerning mainstreaming. He examines the evolution of the special education concept, objections to mainstreaming, and strategies to aid the mainstreaming process--for instance, parent involvement and needs assessment. (CT)

The article describes a teacher support system model to help regular classroom teachers meet the needs of mainstreamed handicapped children. Based on a survey of perceived prerequisite skills and competencies for dealing with learning and behavior disorders, the Teacher Assistance Team concept was developed to provide a day-to-day peer…