The author considers the implications of minimum competency requirements for handicapped students, teachers of the handicapped, and mainstreaming. (SBH)

Questionnaires were sent to 52 parents of handicapped children to determine their attitudes toward mainstreaming. Parents were generally unclear about the meaning of mainstreaming. (SBH)

The column presents two articles, "Facing the Label" by J. Schulz and "Mainstreaming--A Different Approach" by J. Miltenberger. (SBH)

The article describes a program in Sweden in which visually handicapped students are integrated at a residential school's center of assessment, counseling, and training. (Author/CL)

A brief description of autism is presented, along with evidence documenting the educability of autistic children. Some issues relating to autistic children's behavior are described, and teacher and administrator preparation is reviewed.

Notes a definite lack of research in the area of communication skills training for teachers. Indicates that existing research shows that there is a special personality for communication trainers, that communication training has positive effects on teachers' behavior, and that there are various models for effective communication training. (FL)

The use of academic games as a tool for the mainstreaming of handicapped children is presented. It is explained that the games should stress cooperation rather than competition. The following four phases of game development are explained: foundation, formulation, experimentation, and evaluation. (PHR)

An interview with university professor E. Gotts and regular education teacher K. Hargrove focuses on mainstreaming mildly handicapped students at the secondary level. (CL)

Described is a model for supervising teachers of newly mainstreamed children which involves the interaction of six components of the supervisory task on a grid comparing operator and operations dimensions. (DB)

Comments on the growth of mainstreaming, research on placement of special children, and characteristics of a successfully mainstreamed classroom. (BF/JH)

The underlying ingredient of individualized mainstreaming is inclusion, not separation, on a long-term basis. The policy of inclusion encourages grouping patterns that allow children who are different in many ways to live and learn together when it is of benefit to them. (Author)

The majority of responses from 168 of 250 secondary trade and industrial teachers were favorable on 6 of 30 items related to inclusion of special populations, unfavorable on 11, and undecided on 13. Age and years of teaching experience were not related to attitudes. (SK)

The SCHOOL/WORK program fosters the transition to work of deaf and hard-of-hearing high school students in Philadelphia. Students perform community service and work training activities while receiving academic instruction in mainstreamed as well as special education settings. (SK)

Discusses how the ideal of inclusive practice is realized in one Norwegian third grade classroom that includes two boys with severe behavioral problems and many students from difficult home situations. The teacher's response, grounded in her own personal history, was to strive to make the school a memorable place for all children. She believed…

The study investigated the extent to which 20 regular education teachers modified the mainstream learning environment for visually impaired children attending public day schools in British Columbia, Canada. Elementary teachers tried to make modifications to a greater extent than did secondary teachers, but both types of teachers made both…