Resource room teachers, special educators, and regular education teachers participated in a federally funded inservice training program designed to analyze teacher needs related to instructional aspects of the Individual Education Program (IEP). (MER)

The article reports how the Career Associate in Special Education (CASE) program (designed to prepare paraprofessionals to work in special education classrooms) served a 2 1/2-year-old cerebral palsied child. The child's progress in the CASE program, whereby a practicum student was placed in a regular preschool with the child, is traced. (SBH)

Aspects to consider in evaluating a mainstreamed special education program are discussed. Among the factors presented are the means of introducing handicapped children into a mainstreamed setting, the role of staff in the program, access of the special population to the full curriculum, and the social interaction opportunities. (PHR)

Reviews definitions of learning disabilities and program delivery practices, particularly mainstreaming. A short case study is appended. Part of a theme issue on the disabled. (SJL)

Comparison of data from the two studies indicates that while in the regular classroom the learning disabled (LD) student may be getting mixed messages about what is or is not accepted, and may be unsure of what is the most appropriate learning style within the regular classroom. (Author)

The investigation systematically assessed whether four autistic children (5 to 7 years old) would improve their learning of discrimination tasks if they observed normal children perform the task correctly. In each case, the peer modeling procedure produced rapid achievement of the acquisition criterion which was maintained after the peer models…

Gives the classroom teacher guidelines which may help in recognizing the child with a hearing problem and lists a few techniques for accommodating the hard of hearing child in the regular classroom. (SJL)

Inservice teacher education on specific behavior management skills will enhance efforts to mainstream handicapped children. Among motivators for learning and applying such skills is graduate credit for completing the inservice training objectives. A table lists suggested modules and objectives for an inservice training program in behavior…

Suggests some ways that art teachers can organize their classrooms and adapt their teaching methods in order to accommodate mainstreamed handicapped students. This article is part of a theme issue on art education for special needs students. (SJL)

In the Soviet Union, handicapped students are identified earlier than in this country and then are placed in special schools where they are taught with students with similar disabilities. (IRT)

The myth that the handicapped person participating in sports is inferior and different from the "normal" athlete is contrasted with the reality that the qualitative performance of the handicapped individual may equal or surpass the other athlete. (JMF)

Argues that multimodal education which emphasizes the commonalities among children is needed to help handicapped children experience a feeling of belonging in the regular classroom. Discusses a number of educational programs and a sample lesson which have multimodal properties. (SS)

Two articles "Bonus in a Snowstorm" by S. Boland and "Featuring Agnes Clark" by G. Gear, focus on three teachers working with handicapped children. (SBH)

The article critiques some of the flaws of mainstreaming, such as grade-level curriculum demands, reporting systems, standardized tests, teacher training, and the individualization of instruction. (Author/SBH)

The author discusses audio-visual material and other education techniques which eventually may facilitate the integration of children with mental, physical, and sensory impairments in the regular classroom. Films, radio texts, theater plays, and books are considered. Emphasis is on the introduction of impairments to the nonhandicapped population.…