Based on data from four successful high school Experience Based Career Education (EBCE) programs, the document considers the problems that staff might encounter in incorporating handicapped students in EBCE, presents alternative strategies for solving these problems, and provides the basis for implementing EBCE programs that would serve…

Forty special education teachers were asked to make decisions about a fourth grade boy who was portrayed as learning disabled or emotionally disturbed and who exhibited either high or low competence. Classroom placement decisions and future performance predictions were found to be a function of the child's perceived competence. Results were…

The booklet presents the reference tables for the Phase I Final Report on the Evaluation of the Process of Mainstreaming Handicapped Children Into Project Head Start. Data presented focuses on three areas: program-specific data on Head Start programs, child-specific data for sample handicapped children, and program-specific data on non-Head Start…

The proceedings of an institute on PAM--Project Aquatics Mainstreaming, designed to develop a continuum of services in aquatics for handicapped persons--is presented. Addresses touch on the following topics: the project's history, analysis of mainstreaming, mainstreaming issues (including legal and legislative ones); program and individual…

The document, most of which consists of appendixes and tables, reports on a study to evaluate the effectiveness of a program in which 35 severely handicapped children (ages 3-14 years) were integrated into regular preschool headstart and child development programs and were compared with a control group of similar but non-integrated students.…

The developmental program emphasizes the early identification of children with learning problems through the observation of the regular classroom teacher in conjunction with a special education team working in a school setting. The developmental teacher is an important member of the special education team because he/she is in the school on a daily…

Written for the principal, the booklet presents an overview of issues involved in mainstreaming handicapped children. Initial sections address the definition of mainstreaming, the rationale for mainstreaming, and suggestions for supporting the special education teacher. The next three Sections concern the administrative and legal aspects of…

Presented is adopter/facilitator information of Project FAST (Functional Analysis Systems Training) to provide educational and support services to learning disordered children and their regular elementary teachers. Briefly described are the three schools in the Essexville-Hampton (Michigan) school district; objectives of the program; program…

Described is a model which provided support services to five severely hearing impaired students (4 14-years-old) integrated fully or partially into regular classes in Massachusetts. The model (developed by the Clarke School for the Deaf) is explained to involve current and ongoing assessment of educational needs, coordination of services to…

A 4-year longitudinal study of 37 hearing impaired children who were graduates of a public school preschool program and were integrated at kindergarten or first grade has identified critical variables in successful integration. Six factors essential to successful psychological integration include early identification and amplification, and…

Outlined are special educational programs and supportive services provided for handicapped children in Michigan during the year 1970-1971. Included are goals for serving the estimated 12.5 0/0 of the school age population needing special services; a listing of incidence rates by handicapping condition; federal and state sources of funds; the…

The Philadelphia School District, in conjunction with Temple University, initiated the Resource Room-Teacher Training Cooperative Program in September 1970 to offer school-aged children with educational handicaps the security of normalization, special instructional environments, and optional field-based teacher education resources and settings.…

Sixty-two first graders identified as being at risk for later learning difficulties were assigned to either of two special classes or distributed through regular first grade classes and were provided with one of the following forms of treatment: direct teaching of reading, indirect teaching (perceptual-motor training), combined treatment, and…

Assembled are the ideas, techniques, and written documents of a 3 year, five county vocational skills training program designed to provide vocational skills and counseling to blind and partially sighted students in grades 7 through 14 within regular vocational classes. Technical and industrial arts, homemaking, and work experience are vocational…

Aspects of the interactive environments of 10 emotionally disturbed children (7 to 11 years old) were compared with those experienced simultaneously by 10 normal children (matched for age, sex and IQ) in the same setting. Two types of setting were examined: a choice setting in which the child was able to choose his activity from among several…