A music specialist presents guidelines for using music to help integrate handicapped children into mainstreamed settings. Basic concepts regarding the nature of disability and the possible options for mainstreaming are considered. She addresses eight types of problems which may be exhibited by handicapped students and suggests musical ideas for…

The Single Skill Training (SST) Courses were developed to meet staff development needs by providing short, concentrated training modules in the areas of mainstreaming handicapped students, providing individualized instruction, and implementing a Competency-Based Curriculum (CBC). The program was set up to offer staff development courses to public…

Public Law 94-142 (the Education for All Handicapped Children Act) states that, to the maximum extent appropriate, handicapped children are to be educated with children who are not handicapped and that special classes, special schooling, or other removal of handicapped children from the regular educational environment should occur only when the…

Four commissioned papers on approaches to implement the least restrictive environment (LRE) provision of P.L. 94-142, the Education for All Handicapped Children Act, are presented. The authors were asked to develop criteria applicable to the local level and appropriate to a variety of contexts. Papers are presented from the following authors:…

The Project ACCESS (Adapting Curriculum Content for Exceptional Secondary Students) resource guide is designed to help regular classroom teachers provide successful experiences to mildly handicapped mainstreamed students through the adaptation of the curriculum. The concerns-based approach, which was used successfully by Project ACCESS, focuses on…

The paper describes ways in which mainstreamed special education students can engage in individual assignments to master course content. The activities include developing a word parts dictionary which addresses prefixes, roots, and suffixes of the subject area; highlighting the textbook to sort out main ideas, vocabulary words, and supporting…

Designed for use by special education teachers, the handbook provides activities to help students develop the socialization skills necessary for success in mainstreamed settings. The materials focus on concepts the students must master to be successful in general education classes. Three modules are presented: (1) self esteem (including…

Discusses how a comprehensive blend of services in a Head Start program can enhance the natural potential of many handicapped children, and at the same time help the family deal with problems relating to the child's specific disability and his normal cognitive, social and physical needs. (Author/CS)

The characteristics and functions of effective special education and integrated programs are evaluated in the light of current educational trends toward integration. (GW)

Attitudes and mainstreaming skills of 264 educational personnel (regular classroom teachers, principals, and special education teachers) were surveyed. Results of the Classroom Mainstreaming Inventory and the Survey on Mainstreaming indicated that Ss had positive attitudes toward mainstreaming all 10 categories of exceptional children (including…

Discussed are some attitudinal, communication, environmental, and skills barriers faced by handicapped people seeking to gain vocational skills and to work successfully. The author describes the Vocational Training and Placement of the Severely Handicapped (VOTAP) project and the Overcoming Barriers to Mainstreaming project. (IM)

Presented is the case history and interdisciplinary approach used with a partially sighted 8-year-old girl including vision training, large print instruction, and regular class placement. The viewpoints of the optometrist, the child's parents, the educational consultant, the principal, the regular classroom teacher, and a resource room teacher are…

Described is a program in which two special education teachers from the Austin Early Childhood Special Education Program served as helping teachers with mildly handicapped kindergarten and first grade children in regular classes. It is explained that the goals of these helping teachers were to identify children with learning and/or behavior…

Much of the mainstreaming literature tends to obscure critical ethnic characteristics of the children to be mainstreamed. The classroom teacher and the curriculum represent the major components of the classroom environment; either or both can play a large part in determining the potential success of the educationally deprived child. (HMD)

The facilitator's guide is for an inservice training module on the development of a least restrictive environment for handicapped children by regular and special education teachers. The guide includes an introductory lecturette providing an overview of least restrictive learning. Activities are suggested to help participants identify the school's…