Results included that the majority of the students spent at least some of their day in mainstreamed settings, with 47 percent totally mainstreamed; 51 percent of the teachers indicated no standard format for recording information regarding the students; and 62 percent said that audiological services were provided through a speech and hearing…

Through a Dean's Grant initially awarded in 1978, the College of Education has begun restructuring its elementary, secondary, and vocational-technical preservice teacher education curricula to include preparation in the instruction of mildly handicapped students. One of seven Dean's Grant programs for PL 94-142 training described in this issue.…

Shows that, for the most part, legislation mandating the development of individual educational programs (IEPs) for children receiving special services is effective, but that parents are less positive about some aspects of the IEPs than about others. (Author/FL)

Twenty secondary students participated in a sociology class training program judged by them as successful in acquainting them with handicapping conditions and handicapped people, easing mainstreaming, and developing teaching materials for use in other classes. (CL)

The component parts of a continuum of services needed for the deaf blind individual to function in the least restrictive environment are discussed. The need for both public and private interagency cooperation for the service delivery system to be effective is cited. (PHR)

An independent study program at Fairleigh Dickinson University facilitates physical education activity for special and handicapped students. (LH)

Science activities for the visually impaired (SAVI) introduces blind and visually impaired children (9 to 12 years old) to physical and life sciences in a multisensory way. Evolution of SAVI activities involves exploration, local trials, and national trials. SAVI project materials can help integrate handicapped children into the mainstream through…

Three teachers are portrayed: a vocational teacher in a work experience program for disadvantaged high schoolers, a physical education teacher who teaches swimming to developmentally disabled students, and an education professor who assumed a teaching position in a mainstreamed class. (CL)

Discussing faculty role in planning and implementing P.L. 94-142, this article presents a model for maximizing faculty leadership by becoming familiar with the law's provisions and school district policies and procedures and by establishing a committee composed of all concerned (principal, parents, teachers, support staff) to plan and evaluate the…

Provides guidelines for selecting appropriate books for use in schools which mainstream handicapped children and includes an annotated list of books about handicapped children. (DD)

Briefly outlines the provisions of P. L. 94-142, some obstacles to the law's implementation, and the approaches some districts are taking to implement its provisions. (IRT)

The National Inservice Network projects are concerned with the multiple facets of delivering in-service education and training of regular educators to teach handicapped students. (Author/SBH)

Contains a handicapped teacher's personal reflections on the Equal Educational Assessibility laws and presents her solutions to some problems created by the laws. (FL)

Teachers rated the likelihood of mainstreaming success of a hypothetical disturbed child according to their tolerance for socially defiant behaviors. (Editor)

The author predicts developments in teacher education as a result of the legal and educational move to mainstream handicapped children. (CL)