Argues that if mainstreaming is to be effective, specialists ans classroom teachers must combine efforts and work cooperatively to provide the most appropriate education for all children. (BF/JH)

Describes a residential program for disturbed children in which the use of child care workers during the school day makes possible an integrated program of activities. (MS)

This observational study compared instructional context, teacher behavior, and engaged behavior for 15 students with severe disabilities in general elementary classrooms and 15 similar students in self-contained classrooms. Students in general classrooms received more instruction through academic than functional activities and received more…

Describes the mission, structure, information dissemination, and research program of the 50-year-old National Foundation for Educational Research. Summarizes work in testing, program evaluation, and integration of students with special needs. (SK)

Three articles briefly describe educational programs for deaf students in Iceland, St. Croix (American Virgin Islands), and Germany. Special schools for deaf students in Iceland and Germany and a mainstreaming program in St. Croix are described. (DB)

Preschool physical education (PPE) that integrates developmentally appropriate activities can benefit children of all abilities. The paper presents a multi-task activity, Trails in the Jungle, that has been used successfully by children of varying abilities. Trails in the Jungle incorporates different types of movement as well as imagination and…

Examines historical perspectives, current practices, and research on the inclusion of students who are deaf and hard of hearing in general education settings, noting that the direction and impact of the inclusion movement is still to be determined and explaining that there will never be one model of inclusion that is the solution for all children…

Attitudes of preschool directors (N=591) in New South Wales, Australia, toward mainstreaming of students with disabilities and relevant competencies required of teachers were surveyed via questionnaire. Results indicated greatest optimism concerning the mainstreaming of students with mild disabilities. (Author/PB)

Briefly described are four award winning summer programs including a Massachusetts Girl Scout camp which mainstreams girls with disabilities; a New York camp serving siblings of children with disabilities; a Texas camp which utilizes volunteers to serve disabled children who may have serious medical conditions; and a California camp offering…

The mother of a physically disabled child encourages the participation of such children in mainstream camping programs. Suggestions to maximize the benefits of the camping experience are offered. (DB)

Presents a play tutoring strategy for integrating young developmentally delayed children into play with nondelayed peers. The method used simplifies sociodramatic play through the use of play formats. (RJC)

This article identifies and discusses several issues, related to learning disabled students and students with behavioral disorders, which remain unclarified or unaddressed by Regular Education Initiative proponents. (IAH)

Four groups (elementary principals, special education administrators, classroom teachers, and special education teachers) were surveyed concerning attitudes toward mainstreaming, focusing on the effects on academic, social, emotional, and behavioral development of handicapped students and effects on nonhandicapped peers, teachers, and…

The problem-solving method of teaching and learning is recommended, to provide for the intellectual and artistic needs of all students, including gifted students. The method encourages a diversity of strengths by involving children of many abilities in a shared activity. A third-grade social studies unit illustrates use of the approach. (JDD)