Delineating problems associated with mainstreaming, this article suggests solutions to the obstacles of: special education classroom environment; parent reluctance; bureaucratic inertia; lack of overall objectives; and failure to use self-motivating techniques with handicapped children. (JC)

Elementary school teachers trained in a class management program changed behaviors and improved student performance in both handicapped and nonhandicapped pupils in mainstreamed classrooms. (JD)

The school nurse plays a significant role in the education of the handicapped as a result of Public Law 94-142. (MM)

Teachers should develop a communication system in order to gather performance information on handicapped students entering a regular classroom. (JD)

Teachers are discovering simple, effective ways to help blind and partially sighted students ease into the mainstream of regular classroom learning. (Author)

Some arguments in favor of interaction with nonhandicapped persons and some of the arguments in favor of the segregation of severely handicapped persons are delineated and briefly discussed in a point/counterpoint format. (Author)

The acquisition of rapid reading skills, with relation to language and naming skills, was assessed in 21 severely and profoundly hearing impaired children mainstreamed into regular elementary school classrooms. (DLS)

The article presents a personal profile of the many adjustment problems facing a physically handicapped seventh-grader who had spent the previous six years in a special school and was now being mainstreamed into a regular junior high, and how it affected his family. (DLS)

Questionnaires were sent to 912 physical educators to assess the level of preparedness of public school physical educators to meet the physical education requirements of Public Law 94-142 (Education for All Handicapped Children Act). (Author/PHR)

Specific methods are suggested for reading instruction of visually handicapped and hearing impaired children in a regular classroom. (MKM)

The article presents answers to teachers' commonly asked questions concerning P.L. 94-142, the Education for All Handicapped Children Act. Questions and responses touch on such aspects as mainstreaming, legislative history, resource rooms, individualized education programs, due process, funding, and Section 504 of the Rehabilitation Act of 1973.…

The article describes the program at Wellesley (Massachusetts) High School's Academic Resource Center, a program in which game-playing is used to improve the academic functioning of special needs students in preparation for reintegration into the regular classroom. (SBH)

Describes Learning Is for Everyone (LIFE), a library program of the Altoona Area Public Library, Pennsylvania, that serves mentally retarded persons of all ages and ability levels, parents, teachers, and advocates of retarded citizens, as well as the general public. Through the use of multimedia materials, programing, and community programs, the…

Describes Project Outreach--special education reaching out into the general school population to involve as many students as possible in skills development. At a time when special educators are striving to mainstream the special needs child, Weston Junior High School has mainstreamed the whole special needs program. (Author/RK)