Ten mainstreamed hearing-impaired high school and middle school students played a microcomputer communication game with hearing peers. Analyses based on the typed messages, errors, and interviews with students and their teachers gave evidence of the educational potential of this type of learning activity. (Author/CL)

Questions the effectiveness of mainstreaming and proficiency screening in helping students with severe mechanical problems. Proposes instead a separate remedial courses designed to follow the regular business communication course. (AEA)

This bulletin discusses how to accommodate pupils with special educational needs and disabilities in mainstream schools, presents issues concerning physical access, and addresses how to meet the design needs of pupils with sensory, learning, and emotional and behavioral difficulties. Practical recommendations are included along with five case…

Reported was a study on the effect of integrated and segregated educational settings, respectively, on the self concept of 100 educable mentally retarded adolescents. (GW)

This paper proposes two models, an identification model and a diagnostic teaching model, that may be used effectively by the school psychologist in his efforts to assist teachers in the identification and educational management of handicapped children. The models are designed to help teachers make intelligent decisions about children in their…

While hearing impaired students integrating into regular public school classes in the past are said to have usually come from day classes for the hearing impaired, it is recommended that residential schools also program students into public schools on a part-time or full-time basis. (Author)

Spells out advantages in Great Britain of integrating visually handicapped children in normal classrooms providing teachers have special training. (DS)

Reviews activities of the preschool program for multihandicapped children operated by United Cerebral Palsy of New York City, Inc. (DS)

Described is a program designed to facilitate complete academic and social integration of children with moderate to severe bilateral sensorineural hearing losses into their regular neighborhood schools. (Author)

Described are efforts of the Montreal Oral School for the Deaf to integrate hearing impaired students into regular classes and schools, particularly the experience of integrating 5 hearing impaired with 90 hearing fifth and sixth graders in an open-area school. (KW)

A mother recounts her deaf daughter's transition from a residential school for the deaf to the ninth grade in a regular day school. (KW)

Of 50 educators interviewed, 27 favored retention of special classes for the mildly exceptional child and 23 favored integration into regular classes. Teachers tended to prefer special classes; nonteaching educators (administrators, school psychologists) tended to favor regular class placement. (KW)