One-hundred twenty-eight regular and 133 special educators responded to a questionnaire on mainstreaming. The two groups were similiar in their attitudes. Regular educators displayed more negative attitudes, but the differences rarely reached significance. Group differences became more apparent when attitudes concerning specific handicapping…

Because mainstreaming programs can be stressful for teachers, parents, and students, school counsellors can help in the integration of disabled children into regular classrooms. Suggestions for the successful integration of these children are given. (Author/BL)

Three data-based strategies for promoting the transfer of skills from special education resource rooms to regular classrooms are presented within the conceptual framework of transenvironmental programming. An argument is made for increased student involvement in the decision making surrounding the adoption of each strategy. Student-centered…

An autistic 14-year-old was successfully mainstreamed into a vocational graphics class via an 11-step process involving skill assessment, teacher consultation, observation, goal planning, student preparation, skill practice, and faded use of a teacher aide. The student learned graphics skills as well as social and vocational adjustment skills. (CL)

Discusses a study of secondary education for slow learners. Includes discussion of program organization, identification of slow learners, teacher selection, and curriculum. (JOW)

Questionnaire results indicate that regular classroom educators tend to be neutral to mildly accepting towards integrating severely handicapped students into regular school environments. Methodology and conclusions from the questionnaire are given. (DF)

A monitoring form has been developed to allow special educators to learn of the handicapped child's progress in the regular class. Easy to use, the form states information on student performance relative to classmates, effort, completion of assignments, absences, and need for conferences with the special educator. (CL)

Curricula appropriate for integration of severely disabled students should create valued roles for disabled students, provide for age appropriate interactions, focus on communication, and facilitate reciprocal relationships. Examples of social skills and social studies approaches are cited. (CL)

The article presents a critical overview of research on the integration of moderately mentally handicapped children in Ontario schools. Findings suggest that the literature is still inconclusive or, at best, equivocal. Indeed, like their predecessors, recent studies have been based, for the most part, on descriptive or impressionistic evidence.…

Sixty elementary grade and sixty special education resource teachers studied a child's "cumulative folder" including a photograph, label, and academic, behavioral, and social vignettes. Both groups agreed on behavioral potential and ignored labeling, but regular teachers had lower academic expectations for the handicapped children. (MC)

Analysis of surveys administered to 151 special and regular educators, ancillary school personnel, administrators, and mental health personnel revealed behavioral clusters most likely to impede transitions from a mental health to educational setting. Survey responses further identified factors in ancillary support and classroom-related services…

Six classes enrolling academically handicapped and normal-progress elementary students were randomly assigned to study mathematics cooperatively or under a traditional classroom structure. Results indicated that cooperative techniques improved social acceptance, academic achievement, and self-esteem. (Author/CL)

A study comparing the effects of a full-time mainstreaming approach for handicapped students with a resource room approach suggested that the full-time mainstreaming approach, known as the Adaptive Learning Environments Model, exceeded the resource room in attaining desirable classroom processes, student attitudes, and student achievement in basic…

The study examined effects on 117 mainstreamed academically handicapped students (grades 3-5) of an instructional method, Team Assisted Individualization (TAI), that combined cooperative learning with individualized instruction in mathematics. TAI and individualized instruction both had positive effects on social acceptance, attitudes toward math,…

Approaches to enhance the integration of severely handicapped students into community activities should be based on specific goals and objectives specified in the Individualized Education Program. Procedures for carrying out a community integration placement begin with assessment of community resources and progress to advertising the program and…