The study investigated attitudes of nonhandicapped elementary school students toward trainable mentally retarded (TMR) students in schools where there were TMR classes (TMR integrated) and in schools where there were no TMR classes (nonintegrated). No statistically significant group difference was found in the attitudes toward TMR students.…

Sections consider placement criteria for physical education services, use of test results for developing the individualized education program and determining the least restrictive physical education placement, placement criteria for noncurricular physical education, and basic provisions of federal laws. (SB)

This summary of concerns about the development, implementation, and review of Individualized Education Programs (IEP) for handicapped vocational education students highlights the need for increased communication among participants and the need for establishing procedures for IEP design. (SK)

It is suggested that the Child Study Team develop alternative educational plans (AEP's) for those referred students who are ineligible for special education. The AEP would be similar to the individualized education plan (IEP), except that the regular classroom teacher would be responsible for implementation. (Author/BW)

Explains why summer school is more important for the exceptional student than for the regular student and makes recommendations for a successful program. (JM)

Results revealed significantly higher acceptance of individual differences on three attitudinal dimensions by children at an experimental school (N=24) compared to children from schools where no severely handicapped children were enrolled (N=288) and schools with severely handicapped children enrolled but without the interaction program (N=288).…

Children traveling from the mainstreamed classroom to the resource room or to related services may need special attention and psychological support to smooth the transition. The resource teacher can help prevent problems by such actions as watching for behavioral cues of stress or crisis. (CL)

The study of long literary works using specially prepared study guides provides an excellent context within which to develop language skills in mainstreamed high school hearing impaired students, while simultaneously meeting literature course requirements. Steps required in constructing a study guide and the procedures to use while instructing…

Types of training considered include selecting target behaviors which are likely to be maintained by natural consequences, promoting self-management skills, and extending stimulus control through creating similarities between the special and regular class settings and matching the regular class reinforcement frequency in the special class. (DB)

Research on competencies needed by regular and special education teachers to enhance the integration of handicapped students is reviewed, and found to be limited. Changing roles and perceptions of regular and special educators are noted, as are findings of inservice attempts to develop mainstreaming skills. (CL)

Three approaches to encouraging interactions between severely handicapped and nonhandicapped students in integrated classrooms are cited: designing and organizing the classroom, training socialization skills to the severely retarded, and training nonhandicapped students to interact with severely retarded students. Research on each is reviewed.…

Discusses how the Orff-Schulwerk approach to music education can be applied to the needs of mainstreamed, elementary-level, special education students. The Orff method stresses multisensory experiences, creativity, and individualized instruction. The author shows how an activity from a regular, elementary Orff class can be modified for special…

Discusses four reasons why mainstreaming has made slow progress. (FL)

After discussing origins of and recent developments in alternative education, articles on alternative education for emotionally disturbed and delinquent adolescents are reviewed according to trend toward definition and assertion of civil rights of these particular children and trend toward right to free and appropriate education of exceptional…

A discussion focuses on differing approaches to the education of behaviorally disordered students as viewed by Albert Fink (representing the psychoeducational view), William Rhodes (counter theoretical), and Richard Whelan (behavioral). The discussion addresses such issues in special education as mainstreaming and alternatives to special classes.…