Adaptive behavior, problem behavior, and self-perception of behavior of 54 learning-disabled (LD) elementary grade children and 54 non-LD children were compared, and mainstream teachers' perceptions of adaptive behavior were correlated with students' self-perceptions. Findings indicated LD students demonstrated less desirable adaptive behavior,…

Presents (1) a dialogue approach to spelling for remedial students, (2) a list of activities that can encourage students to be active readers of poetry, (3) guidelines for modifying tests for mainstreamed students, (4) a method of encouraging efficient notetaking which utilizes active class involvement, and (5) the addresses of several…

The article explores evidence of the benefits and limitations of four instructional strategies (direct instruction, classroom management, cooperative grouping, and metacognition) on the successful integration of mildly handicapped children in the mainstream. (DB)

Information collected in Sheffield (England) showed that all preschool-age Down's syndrome children were integrated in mainstream educational settings, while 70 percent of the secondary students (ages 13-16) were placed in special schools. Reasons for the trend are explored, including the structure, organization, and curriculum of primary as…

A whole-school approach to meeting special needs is reflected in organizational changes at a girls' comprehensive school in England committed to mixed-ability teaching. The roles of the coordinator for special needs, education psychologist, key teachers in subject departments, and special needs support teachers are described. (JW)

The article outlines the history of integrating mentally retarded children in regular classes in Quebec. Stressed is the role of parents through the Quebec Association for the Mentally Deficient. (DB)

Analysis of regular classroom behaviors of 13 behaviorally disordered males (grades three to five and 13 controls revealed that 10 behaviors (e.g., social interaction/teacher, directions, out-of-seat) accounted for 81 percent of variance in group membership. Child behaviors as well as child and teacher behaviors combined produced significant…

The author recalls how Federal legislation has stimulated vocational education enrollments by special needs individuals since the mid-1960s, how each successive law has broadened the definition of special needs populations, and how much progress has been made. He also looks at what needs to be done yet in this area. (CT)

Problems in implementation and practice of a whole-school approach to integration which features transposing regular and special educators are cited, and seven phases for carrying out such a scheme are described. (CL)

An elective sign language class for hearing and hearing impaired secondary students has resulted in positive effects, including increased peer sensitivity and improved communications. (CL)

Presents multisensory methods for adapting classroom lectures for mainstreamed students. (FL)

Overall, there is no trend toward the integration of pupils with special needs into ordinary schools in England. However, different results emerge for different categories of handicap. For example, there is evidence of integration for children with sensory handicaps, but children with learning difficulties and those termed maladjusted are being…

Contending that traditional grading practices victimize the mainstreamed handicapped student, this essay analyzes the uses of grades and recommends a flexible grading system based on the use of grades to assist mainstreamed students to achieve a sense of competence. (MJL)

The spread effect (the impact on those other than the initial participants) of inservice teacher education regarding mainstreaming is described in terms of increased awareness of handicapping conditions on the part of other staff and students in middle and elementary settings. (CL)

A competency-oriented training program to help special and regular teachers meet the educational needs of handicapped children is organized around several three-credit inservice courses. Instructors are key components of the approach and are carefully selected, trained, evaluated, and supported. (CL)