The study was conducted to describe the nature and extent of involvement experienced by 36 parents of learning disabled (LD) children compared to that by 38 parents of nonLD children in the primary mainstream classrooms. (SW)

The social status of 40 mildly learning handicapped and 24 nonhandicapped students and their own perceptions of and their ideal preference for social status were investigated. (Author)

Discusses ways that elementary music teachers can design class activities which will meet individual needs of mainstreamed special students. Activities described encompass a wide range of difficulty and provide opportunities for individualized, small-group or out-of-class instruction and for creative response. (AM)

Discusses teaching methods and instructional aids developed to integrate blind students into a private class for elementary-school-aged piano students. Instructional aids incorporate auditory and tactile stimuli to teach music notation skills. Commercial games, like Bingo, were modified with Braille symbols to teach rhythm concepts. (AM)

Discusses classroom management techniques and music activities for handicapped children in mainstreamed and special education classes. Classroom techniques are designed around students' poor reading and concentration abilities, multisensory experiences, and consistent discipline using positive reinforcement. Music activities are used to reinforce…

Explains how to search the ERIC system for materials on reading instruction for mentally retarded students. (AEA)

A staff development model on the topic of mainstreaming was designed around three components: workshops, technical assistance, and program visitations. Evaluation data collected from each component indicated that feedback from the staff concerning the work of consultants needs to be shared with the principal. (JN)

The article describes the Responsive Teacher Program at the University of Vermont, a competency based undergraduate teacher education program designed to prepare regular educators for mainstreaming handicapped children. (DB)

Examines the use of media, particularly by the school media specialist, to change attitudes toward children with various disabilities who are mainstreamed into regular classrooms. Kits for use with nonhandicapped children, resource books for faculty members, and other types of media are listed with annotations. References are included. (Author/BK)

Handicapped children are more often being integrated into mainstream health education classes. Because of the disparate needs of these children, health educators will have to provide for a diverse group of learners. It is essential that health educators maximize learning opportunities for handicapped children. (JN)

Methods for integrating disabled and nondisabled students in an aquatics program are outlined. (JMF)

As an outgrowth of a student project, a recreational swimming program for handicapped students at Kent State University proved to be such a success that intramural basketball competitions were organized for students confined to wheelchairs. (JN)

Provides 10 tested inservice activities designed to help teachers examine their attitudes and values in the areas of mainstreaming and special needs students. (SJL)

Results of this exploratory study suggest that teachers of mainstreamed classes need to have a command of the subject matter presented, basic knowledge of handicapping conditions, and training which includes experiences that foster realistic, positive attitudes by working with and teaching handicapped students. (Author/CT)

Among conclusions were that presence or absence of a special class or program within a school did not appear to influence the principal's attitude toward or knowledge of exceptional children, and principals demonstrated significantly less knowledge than experts regarding placement. (SB)