Mastery learning, an approach originated by B. Bloom and based on formative testing to give the student feedback and correction, is advocated as an effective way to individualize instruction in a mainstreamed setting. (CL)

A position is stated which contends that the least restrictive environment for a given child should not necessarily imply "mainstreaming." Rather, decisions about school placement should be made on the basis of the individual child's needs and on the availability of professional support by qualified persons after the placement. (Author)

The integration of hearing impaired students in regular schools in Nigeria is examined. The academic and social problems confronting them are listed. A reverse integration plan and the Nigerian version of the Holcomb plan (whereby hearing impaired students are mainstreamed for part of their education and are supported with a number of services…

The article examines one of the possible undesirable consequences of the trend toward mainstreaming handicapped young children, i.e., the increasing tendency to overlap the roles of regular and special education teachers to the extent that the educational programs for the two populations become the same. Journal availability: see EC 133 846.…

Notetaking is discussed as a necessary support service for mainstreamed hearing impaired students at the secondary or higher level. (DB)

The article focuses on the various dimensions of the auditory-oral track which features the auditory-oral method of instruction for hearing impaired children. The author stresses the Alexander Graham Bell Association's commitment to auditory-oral options for deaf children and youth. (SB)

The article defines the characteristics of a learning disabled reader and provides brief summaries of eight special education reading programs (such as the Fernald Method and the Distar Program). (PHR)

Two experimental groups (N=10) of deaf students (mean age ten years) who were mainstreamed in ordinary schools showed greater improvement in reading, articulation, and rate of utterance than control deaf students in special schools. (CL)

Among recommendations as a result of a survey of 1,777 public school teachers on the topic of education of handicapped students were that teachers should have training in teaching handicapped students, that paperwork should be minimized, and that classes including handicapped students should be of reduced size. (PHR)

The effect of integrating trainable mentally retarded (TMR) students into a regular elementary school program was examined. Analysis of questionnaires completed by 421 regular students and teachers indicated that the TMR students were well accepted in their host schools. (CL)

Attitudes and personal characteristics of 32 regular class teachers who either had or had not referred mildly retarded children (7 to 9 years old) for special class placement were examined. (Author/DB)

Art experiences can promote feelings of confidence in mainstreamed hearing impaired children. Because of the emphasis on the production of visual/tactile images and objects and the lower demands for verbal communication within the art class, children with low language comprehension and limited verbal facility have a greater opportunity for success…

Discusses three major pieces of legislation which give impetus to the effort to expand vocational services for the handicapped: The Education for All Handicapped Children Act, the Vocational Education Act Amendment of 1976, and Section 504 of the Rehabilitation Act of 1973. (KC)

Seven texts and multimedia kits for inservice training in mainstreaming are described and evaluated. (SJL)

The paper describes a technique for mapping the social structure of a class to assess some effects of mainstreaming. Sociometric choices mapped through smallest space analysis generate maps that depart radically from traditional target sociograms and provide new bases for assessing social achievement. (PHR)