A survey of 150 elementary schools was conducted to examine the organizational characteristics, not the characteristics of individual teachers, that facilitate or impede mainstreaming implementation. Individual variables were grouped into three categories--communication/information variables, administrator variables, and demographic variables. (SB)

Discusses a study that examined the provision of handicapped children in ordinary schools and identified factors which lead to successful integration. Examined facility needs, staffing, curriculum, practicalities, the social dimension, and parents. (Author/JOW)

Focuses on the psychological and sociological implications of "mainstreaming." Discusses the psychology of the handicapping condition. Considers the psychological tasks of visibly and invisibly handicapped individuals. Explores the interactions between handicapped and nonhandicapped people and presents a three-stage developmental model of these…

Formal and informal methods for promoting integration, directed toward both school staff and students, are provided to assist teachers of the severely handicapped in systematically integrating their students into the regular school milieu. (Author/SB)

The Secretary of Education explains the proposals to amend regulations of the Education for All Handicapped Children Act. He discusses paperwork reduction, evaluation streamlining, medical services, disciplinary procedures, effect of placement on nonhandicapped, and changes in eligibility criteria. (CT)

One of the competencies needed by teachers working with mainstreamed handicapped students is behavior management. The inservice system offers excellent opportunities for providing teachers with continued updating of their professional skills. (JN)

Although few would dispute the idealistic merits of providing rights to the handicapped, how many, in this time of limited funds, will eagerly invest in disabled students? Our social perspectives on the common good are going to be tested against practical economics. (Part of a theme issue on mainstreaming.) (Author/SJL)

Discusses the evolution of the concept of "mainstreaming," objections to the idea, the rights of the handicapped, and the rights of all students to an effective education. Responds to the critics of mainstreaming. (FL)

Educators should look beyond quantitative measures of intelligence and consider learning styles and abilities. The attitudes of teachers and the knowledgeability of administrators are both essential elements for the successful integration of handicapped learners into regular classrooms. (Author/GC)

Effects of perceived similarity on 96 fifth- and sixth-grade children's attitudes toward mentally retarded peers were examined. Results showed that children responded more positively toward a retarded target who was depicted as similar to them than toward one who was not. (Author)

A renovated department store in Virginia Beach (Virginia) now houses a wide variety of career development programs including an alternative school, vocational courses that mainstream handicapped students, and a job placement service. (Author/MLF)

Effects of cooperative and individualistic instruction on interpersonal attraction between handicapped and nonhandicapped students were compared. Results indicated cooperative learning experiences promote more cross-handicapped interaction during instruction, more cross-handicap friendships, and more cross-handicap interaction during…

To assess a child's readiness to integrate, a "competency based assessment" is described. Here, the standards of a particular regular class are measured and the handicapped child's competencies are compared to those standards. (Author)

An alternative approach to mainstreaming is suggested whereby handicapped children would be taught the requisite social skills for effective social interaction and peer acceptance. Social skills curricula for use by both special and regular classroom education teachers are suggested. (Author)

The Every Child a Winner Movement Program provides developmental movement experiences designed to fit the individual needs of children. This program is described in relation to its benefits for the mainstreamed population through themes of space awareness, body awareness, and quality of body movement. (JN)