Reports the results of behavior modification treatment for two groups of similarly constituted, young autistic children. Pretreatment measures revealed no significant differences between the intensively treated experimental group and the minimally treated control groups. At follow-up, experimental group subjects (N=19) did significantly better…

At the California School for the Deaf students have opportunities to succeed in a total communication environment. Program philosophy ensures that students who can benefit will have a mainstreaming experience; however, if a student cannot cope, adjustments are made. (Author/CL)

Reports on programs for disabled children at the Williams Field Accommodation School. Presents brief case studies and discusses the necessity for mainstreaming disabled children. Stresses the need for individualized instruction. (DR)

This study focused on identifying and classifying misbehaviors of mainstreamed students in vocational classrooms and laboratories. It also identified control techniques used by vocational teachers to resolve problems created by these misbehaviors. (Author/CH)

This paper presents a call for development of a robotic extension of self to give handicapped students control of the environment, a logical offshoot of mainstreaming. Usefulness and performance requirements of a robotic extension are discussed and a research agenda presented. (MT)

An educator focuses on approaches to easing the integration of handicapped children into British ordinary schools. She addresses the following topics: classroom organization, pupil grouping, positioning for visually impaired pupils, noise factors and illumination, staff cooperation, material development, and peer tutoring. (CL)

The study examined the progress of 15 intellectually handicapped children who had previously attended an early intervention program and were now in their first to third year at normal primary school. Data indicated that most children had adjusted well to the classroom setting and were well accepted by their peers. Academically, progress of the…

Mainstreaming is a fact of life for music teachers. Suggestions to help music teachers deal with handicapped students are provided. Both immediate and long-term solutions are discussed. (RM)

Mathematics achievement of 36 students in mainstreamed mathematics classes was compared with 44 students in self-contained classes. Analysis showed that integrated students performed significantly better than self-contained Ss. A model is proposed to account for differences: higher expectations, exposure to greater quantities of demanding…

Physical education teachers can establish successful therapeutic exercise programs for mainstreamed handicapped students by involving peer helpers in a carefully designed program. (CL)

Learning disabled (LD) students (N=412) from grades one to six generally received more negative ratings from their special education resource teachers and their regular education mainstream teachers on task orientation, adaptability, and reactivity. Results of multiple-regression policy-capturing analyses were interpreted to mean that temperament…

Responses of educable mentally retarded (EMR) intermediate students awaiting placement were compared to responses offered by EMR students assigned part-time to regular classrooms. Data indicate a range of worries related to academic performance, social interactions, a transitions. Significant differences between groups were reported with…

Integrations and segregation of handicapped students are discussed in conjunction with shortcomings of Public Law 94-142. Problems in measurement of social acceptance are presented, and sociometric status of various handicapped populations in regular classrooms is reviewed. Because exceptional children are typically unpopular among regular class…

The article reviews trends in litigation, mainstreaming, definition, and adaptive behavior of mildly mentally retarded students. Guidelines are offered for establishing criteria of eligibility for placement in programs for the population. (CL)

An approach to planning and teaching that emphasizes individual success in music could begin to provide the necessary social antidotes to inappropriate mainstreaming situations. Such an approach is discussed. (RM)