The guide is intended to assist physical education teachers in dealing with atypical children in their classes. Adaptive physical education is seen as integration of handicapped children into regular physical education classes by understanding their special needs and how to deal with them. Outlined are policies and procedures of the school system,…

The author asserts that for many types of learning disabled students, integration with regular class students is desirable, and that a comprehensive analysis of the educational service delivery system is needed to achieve this goal. Disadvantages of the special class arrangement are described in terms of cost benefit, psychological growth of the…

Intended for teachers and administrators integrating special needs students into appropriate mainstream settings, the directory provides an annotated listing of resources covering home-school communications, classroom techniques, testing and assessment, media and materials, and other reference sources and bibliographies. Entries usually include…

Recently the author talked to the staff at TEACHER about some of the problems she sees in the present move towards mainstreaming. (Editor/RK)

An administrator describes her experiences in gradually integrating educationally subnormal children (11-16 years old) into a regular British school over a 6-year period. (CL)

Problems faced by teachers and schools in educating handicapped students are described, and recommendations for improving the situation are offered. (JD)

Examines the role of the elementary school counselor in the development of a PL 94-142 program. The author feels counselors should be directly involved in implementing the law and not leave it to the special education personnel. (Author/HMV)

The author argues that a simplistic insistence on equality through mainstreaming (as mandated in P L 94-142, the Education for All Handicapped Children Act) violates the rights and needs of some behaviorally disturbed children to be different. (Author)

The major characteristics of successful in-school vocational education programs for the handicapped have already been identified. The most formidable problem in implementing PL 94 142 and mainstreaming may be changing teachers' attitudes. (Author/SJL)

Vocational education developed as a result of needs in the society and so has education for the handicapped. The authors discuss the provisions of Public Law 94-142 and present and planned services for handicapped students. (MF)

Instructional academic material from regular class course offerings was used with 125 high school special education students. (Author/CL)

An Ohio study showed that, while the special class generally provided a more positive classroom climate for the handicapped, special classes and regular classes were more alike than they were different. (Author/IRT)

The philosophy of mainstreaming all students must include the teacher's understanding of the nature of the student's learning problem. The teacher needs specific suggestions concerning alternative methods from which each individual can profit. (Author/MLF)

Competency prioritization resulted in the following: individualizes instruction; comprehends abilities of exceptional and handicapped children; evaluates and diagnoses students' abilities/progress; provides humanly supportive environment; uses behavioral management strategies; works cooperatively with adults; utilizes psychology of learning;…