Teachers (N=146) using Science Curriculum Improvement Study were surveyed for their views on teaching disabled students in regular science programs. Results show that teachers feel positively about teaching disabled students (but also feel inadequate with this responsibility). Advantages and disadvantages of mainstreaming in elementary science are…

This study examined children's engagement in a primary school class when no additional help was present, when parents were involved normally, and when parents and staff were following RM (Room Management) procedures. Comparisons indicate useful gains in engagement when employing RM. (Author/CT)

Surveyed 400 regular and special educators from New York and Massachusetts on mainstreaming attitudes and perceptions of handicapped exceptional children. Results, implications, and future research directions are discussed, so that services to handicapped exceptional children can be improved and implemented. (Author)

Regular class teachers are offered general suggestions about placement of mainstreamed students as well as about classroom management. Approaches include ensuring the student's daily success and developing a system of communication. (CL)

Teacher interactions with disabled and nondisabled students in 38 mainstreamed elementary classrooms were observed using an interval time-sampling procedure and behavioral categories. Results of discriminant analysis indicated that disabled students received fewer questions and were provided with less teacher feedback than their nondisabled peers.…

Results of the study indicate that much of the variance among states in terms of numbers of handicapped students identified and use of special versus mainstreamed placement is accounted for by the amount of financial resources states and locals commit to education, a state's minority enrollment, and the number of children living in poverty.…

Examines variables influencing integration of severely handicapped students into less restrictive school environments. Specifically presents research and practice findings related to (1) opportunities for interaction; (2) the social behavior of handicapped and nonhandicapped individuals; (3) activities typically used in transition efforts; and (4)…

Because research on social integration indicates that physical proximity to normal-hearing peers may result in neither social interaction nor social acceptance, teachers may need to help their hearing impaired students to specifically develop social communication skills. Teachers may also need to create opportunities for social interaction between…

Teachers may encounter difficulties in helping the mainstreamed sensory-impaired child deal with psychosocial-sexual adjustment. With better understanding and early recognition of impediments these students experience teachers can modify teaching methods and provide assistance in the child's psychosocial-sexual adjustment. (Author/DF)

Evaluation of summer Get Together programs (structured educational and recreational programs committed to integrating disabled children) serving 36 children (5-12 years old) revealed parentally reported improvements in communication skills and social skills. Some severely disabled children increased tolerance to the noise and activity of large…

Investigated knowledge and attitudes of 142 undergraduate and graduate education students at Hofstra University toward mainstreaming. Respondents expressed generally positive attitudes and placed importance on the need to know more about specified areas, while rating themselves as lacking in such knowledge. Discussed implications for teacher…

Four studies in 12 urban high schools explored accommodative powers of mainstream secondary schools and effects of teachers' attitudes and student behaviors. Findings suggested that mainstream teachers recognize the low achievement of learning disabled students but do very little that is different instructionally when these students are assigned…

Performance on a standardized self-concept scale was examined in samples of primary and middle school learning disabled and nondisabled students. Results indicated that learning disabled students had significantly lower self-concepts than nondisabled students. Also explores differences between self-concept as a function of sex and social class.…

Regular elementary and secondary teachers and administrators (N=197) responded to questionnaires on concerns regarding inservice program delivery. Results supported previous findings that most teachers feel inadequate in their knowledge about P.L. 94-142 (the Education for All Handicapped Children Act) and the mainstreaming implications. Barriers…

Nine handicapped and nine nonhandicapped preschoolers were observed in three settings that differed in grouping, supervision, and teacher direction. Handicapped children spent less time on-task and interacted more frequently with adults and less frequently with peers than did nonhandicapped children. Furthermore, handicapped and nonhandicapped…