Teachers' decisions regarding size and composition of student groups working at the computer can have positive cognitive and social effects for both handicapped and nonhandicapped students. (DB)

Results of a survey of 2,219 regular and 332 resource/special education elementary teachers in New South Wales, Australia, revealed that teachers' attitudes toward the integration of individual disabled children reflect lack of confidence both in their own instructional skills and in the quality of support personnel provided to them. (Author/JW)

Suggestions for implementing a successful classroom program integrating hearing and deaf primary grade students include preparing hearing children for the arrival of deaf children and giving all children equal attention after helping the deaf students make a transition into the classroom. (CB)

While the regular education initiative (also called regular education/special education initiative) has merit, the powerful complexities and dimensions inherent in the changes that are called for must be acknowledged. Excerpts from statements by teacher educators, Education Department officials, researchers, and national associations reflect the…

A review of the literature suggests classroom techniques for reducing ethnocentrism among deaf and hearing students including providing multiple opportunities for interactions, giving both groups opportunities to discuss openly their reactions to each other, and discussing ways in which all human groups are similar. (DB)

Analysis of responses of 73 West Virginia regular teachers responding to a survey on job satisfaction suggested that teachers at the secondary or high school level experience lower job satisfaction than those working in middle or elementary schools. Further differences exist among teachers with varying amounts of experience with mainstreaming.…

Study compared two groups of preservice teacher candidates. One group enrolled in a mainstreaming course and the other did not. Tested candidate's attitudes toward special needs children and classroom management. (RB)

Three preschool children with significant behavioral and developmental delays were taught to participate and respond to teacher commands during large group instruction, important skills for later mainstreaming. Techniques included increasing "opportunities to respond" through increased rates of teacher commands to the group and instituting a group…

Nine studies reporting child change data for nonhandicapped children participating in integrated preschool settings were analyzed in terms of methodology and specific classroom practices. The studies suffered from methodological weaknesses common to many early intervention efficacy studies. Documentation of child progress is only one measure of…

The review of the "Rainbow Connection Instructional Guide" stresses the guide's purpose in assisting the development of model transitional services for preschool handicapped students moving into less restrictive educational environments. Noted is the guide's attention to preparation of parents, roles of training and collaboration, and…

An activity was developed to help mainstreamed, hearing-impaired adolescents discuss their feelings and concerns with each other during scheduled, small-group counseling sessions in school. The question-and-answer activity uses a game format to encourage students to open up about their problems and fears and give each other support and advice. (VW)

Seventy-seven teachers participated in part or all of a three-year inservice training program designed to change teachers' attitudes toward handicapped children and to assist them in meeting the special needs of the children. Results are discussed, and recommendations for inservice training of teachers are made. (MT)

The interview with a Toronto primary grade teacher considers her reactions to the integration of two wheelchair bound children integrated into her class. Considered are discussions to prepare the class prior to the placement, activities to fully integrate the children, and management of one child's frequent seizures. (DB)

The study examined the social status of 43 elementary grade learning disabled (LD) students who, though based in special classes, joined regular classes up to 18 periods per week. Findings indicated both lower acceptance and lower rejection, suggesting that the LD students are simply not known to their regular class peers. (Author/DB)