Analysis of sociometric ratings for 162 mainstreamed tenth graders revealed that, while learning disabled (LD) Ss were generally less well liked than their peers, a subgroup of the disabled sample was very well regarded. Most of the remaining LD Ss were rated in the neutral rather than the disliked range. (Author/CL)

Data were collected in mainstreamed and treatment classrooms on the rate and form of problem behaviors to identify conditions under which 11 children, aged 3.3 to 6.3 years and referred for special services due to learning and behavior problems, differed from normative classmates. (Author/MC)

Nine low IQ (less than 80) and 12 high IQ (100 plus) learning disabled children (grades four through six) who attended resource room programs were observed in regular classes. Results indicated that teachers did not perceive the two groups of LD children differently but that the teachers behaved differently toward the two groups. (Author/MC)

Literature is reviewed indicating that programs serving handicapped and nonhandicapped preschool children have been labeled inconsistently, with few attempts to identify specific variables which discriminate program types. Suggested are the terms "integrated special education" (with a high proportion of handicapped) and "mainstreamed" (with a low…

Behaviors of 16 teachers who had a day to day contact with 23 physically handicapped, mainstreamed high schoolers were observed and categorized. Data revealed that teachers spent significantly more time, on average, assisting the handicapped students. (CL)

Describes aspects of mainstreaming a visually impaired three-year-old child into a Montessori preschool, discussing assessment of the child, sites available for enrollment, introduction into the site, Montessori teacher and special education teacher coordination, the child's adjustment, peer reactions, and teacher intervention. (RH)

Cognitive and affective characteristics of a successful mainstreaming teacher are reported from a sample of administrators, regular classroom teachers, and special educators. Among the characteristics noted are love for children and a concern for their needs, positive attitudes toward and knowledge of special education and mainstreaming. (CL)

Student teachers (N=113) completed questionnaires about mainstreaming emotionally disturbed (ED) students. Results indicated generally positive attitudes, despite recognition of some behaviors as disturbing. Further, they asserted that their skills were sufficient to deal with the mainstreamed setting. Implications for cognitive, affective, and…

The author considers several issues regarding the development of report card grades for the mildly handicapped mainstreamed student by the regular class and resource teacher. (SW)

The author concludes from phone interviews and site visits that there are many approaches for integrating severely handicapped students into school and community settings. Examples cited include dispersal, planned interaction, provision of program support and support for regular teachers. Staff integration, parental support and positive attitudes…

The use of social skills measures as a component of multifactored assessment in making mainstreamed placement decisions is recommended. It is suggested that social skills information may be more important in making a decision to mainstream than IQ or achievement. (Author)

Follow-up information about mainstreamed students' adjustment comes from regular educators, parents, and the students themselves. The classroom teacher can provide information on such aspects as academic achievement and support services. Parents observe the students reactions to the settings and to peers. Students can describe their feelings and…

Examines three forces affecting the minimum competency testing movement: the reluctance of professionals to accept it, court cases, and the question of how it should be applied to the handicapped student. (FL)