The author examines trends in special education of the past five years, including court cases, emphasis on mainstreaming, categorization schemes, and behavior modification schemes, and makes projections for the next five years. (MJB)

The technology of behaviorism and the social consciousness of normalization have produced monumental changes for developmentally handicapped children but lack an intrinsic developmental perspective. Piaget's cognitive-developmental theory is proposed as a framework to provide content, direction and structure for educational and habilitative…

The Education for All Handicapped Children Act (P.L. 94-142) has called for a national commitment to educating the handicapped. An earlier article (EJ 163 681) described this law and many of its ramifications. Teachers were also asked to share their experiences with mainstreaming. Here are some of their responses. (Editor/RK)

Peer instruction in mainstreamed classrooms can produce gains for everyone. Not only will the special child benefit by developing personal learning and social skills but the teacher will also acquire new insights into how and under what conditions learning takes place. (Author/RK)

Additional teacher time allocations in contract agreements will be necessary to provide the formal individualized education programs for handicapped students required by PL 94-142. (MLF)

The Warnock Committee has just signed the long-awaited report on special education. The focus here is on the most controversial issue in the report: whether children defined as being in need of special education should be integrated into ordinary schools. Examines the success of one authority in pioneering special classes in ordinary schools.…

The model developed in Cincinnati in compliance with PL 94-142 demonstrates that a whole system can be made to accommodate the needs of the handicapped at a reasonable cost. (Author/MLF)

Two ways of increasing the initial interaction among five seventh and eighth grade integrated educable mentally retarded (EMR) students and their nonretarded classmates in a game-playing situation were examined. (Author)

Classroom teachers join with speech-language pathologists to solve problems suffered by students with speech and language disorders. (RK)

Shows that the incorporation of mainstreaming in inservice education related to reading requires four things: a definition of mainstreaming, the need for teacher flexibility, the need for teacher cooperation, and the identification of relevant curriculum objectives. (RL)

Blind children like other exceptional children require special planning by their teachers. Describes some of the care that teachers have to show to blind students in order to ensure that they operate as effective members of their classroom. (RK)

Presents techniques to integrate handicapped students into the home economics classroom with the help of the home economics teacher, a special education teacher (resource specialist), and a "buddy" in the class working with the handicapped student. (MF)

A case study is presented of a 6-year-old cerebral palsy child who is unsuccessfully mainstreamed in a regular first grade class. (CL)