The outline of a workshop for teachers on the mainstreaming of handicapped juvenile delinquents is presented. Fourteen true/false statements are listed as the basis for a discussion on effective methods of combating juvenile delinquency. A section on icebreaking techniques presents 23 icebreakers, such as showing a film. The matching questions…

The perceptions of 355 principals, regular classroom teachers, and special education teachers regarding the extent of implementation of administrative practices pertaining to the mainstreaming of mildly handicapped children in Mississippi were studied. The results indicated that the first year of mainstreaming in Mississippi saw only moderate…

The sixth annual report to Congress on Head Start services to handicapped children details the number and type of children served for the 1977-78 year and the 1977 summer program. An introductory section provides background information, including an overview of Head Start policies regarding handicapped children. Chapter 2 presents findings on the…

The author contends that the best form of educating and instructing hard of hearing students in Germany is in segregated schools or at least in separate sections of schools. Problems with integration are pointed out, and the importance of training family counselors and nursery school educators is stressed. (SBH)

The paper describes the identification process and procedures developed in a project for gifted/talented handicapped children (3 to 5 years old) in six talent areas: intellectual, academic, creative, social/leadership, visual and performing arts, and psychomotor. Characteristics of two approaches (the informal open classroom and an approach based…

Potential promises and problems in the placing of children with special needs or handicaps in the regular classroom are examined in this document. The history of mainstreaming, its rationale, and generally accepted definition are outlined. The focus of this report is upon the role of the teacher union in the complex requirements involved in…

An instructional and mainstreaming model for programming severely learning disabled (LD) elementary students is described, in which students receive instruction for one half of the school day in an LD classroom and are successfully mainstreamed in general education for the remaining part of the day is described. It is explained that components of…

The paper presents seven cases to support the benefits of mothers acting as co-therapists in the remediation of their child's handicaps from early childhood to the secondary level. It is pointed out that the positive mother-child interactions facilitated successful mainstreaming. (Author/SBH)

The paper describes the Northville (Michigan) Public Schools' program for providing education to approximately 750 handicapped students living in two major residential institutions. Legislation underlying the program's development is reviewed, operation of the educational program is discussed, and statistics on program staff and students are…

Summarized are presentations given at a 1-year Prescriptive Teaching Workshop, a Title III educational program designed to maintain the learning disabled elementary school child in the regular classroom. Outlines, diagrams, and bibliographies are provided for presentation topics such as the special service circuit, educational assessment, behavior…

Presented are results of interviews conducted with 43 elementary teachers from nine schools having participated in the Upper Midwest Small Schools Project (UMSSP), a program of teacher workshops and diagnostic clinics on exceptionality in the regular classroom. A summary of teachers' responses regarding UMSSP and special students is presented…

Presented are procedures and forms used by West Penscola Elementary School to integrate hearing impaired students into regular classrooms. Described briefly are program components such as the use of social and academic mainstreaming as well as cross integration (bringing hearing students into classes for the hearing impaired). Twelve steps in the…

The 1975 school status of 696 students enrolled in Toronto special education (nonmedical related) programs in 1970 was examined to determine whether special education was effective in returning children to regular classes. Data indicated that of the 49 percent of the students remaining in the Toronto school system, 32 percent had returned to…

Evaluated in two field tests with 50 regular teachers was a set of eight instructional modules designed to develop the competencies of regular teachers involved in mainstreaming handicapped children as part of Project SERT (Special Education for Regular Teachers). The following modules were developed: comprehensive special education, formal…

Compared were the effects of mainstream or special class placement on the acquisition of reading skills and self concept with a total of 84 kindergarten or first grade learning disabled students. Significant differences were found between the two groups on only one of the four tests given: the letter names subtest of the Murphy-Durrell Analysis.…