Among findings of the study of characteristics of 249 seriously emotionally disturbed students (aged 7-19 years) were that half were placed for part of the day in regular classes, that behavior problem scores were related to reading achievement; and that Intelligent Quotient (IQ) was not predictive of amount or kind of behavior problem. (Author/DB)

Two studies involving an electively mute and a mildly retarded Native American student featured practice with a specific category of questions while programing peer presence to promote verbalization of verbal compliance to the same category of question in group reading. (CL)

A program to prepare elementary grade students for mainstreaming of handicapped students is described. An outline of objectives, student activities, and required media and materials to improve understand of hearing impairment, visual impairment, physical handicap, and learning disability are provided. (DB)

Wisconsin educational services for visually-impaired students include the Wisconsin School for the Visually Handicapped, the Educational Services Center for the Visually Impaired, and the Instructional Resource Center. (CB)

Support teaching for children with special needs in regular classrooms in Great Britain is discussed. Focus is on a definition of classroom support, tutorial support, an example of in-class support, influencing factors for effective classroom support, and the role of the support teacher. (DB)

Analysis of characteristics of classroom placements for special needs elementary school students (N=958) in five urban school districts indicated that approximately two-thirds received some instruction with regular education students. Time spent in regular education varied by the child's primary handicap, the school district, and sometimes…

Two articles look at effective practices with the learning disabled. The first, "Facilitating Mainstreaming through a School-Wide Study Skills Program" (Gayle Smith), stresses one skill each month. "Semantic Feature Analysis: An Interactive Teaching Strategy for Facilitating Learning from Text" (Candace Bos and Patricia Anders) offers a method for…

The consulting teacher model may improve educational service in the mainstream to mildly handicapped children and other children at risk but should be implemented only with sufficient attention, resources, and planning. Potential problems include ineffective caseload management, inadequate training of regular and special educators, and…

Reviews the first decade of the Education for All Handicapped Children Act and evaluates the process of providing education to handicapped students. Examines changes in the place of the disabled in American society. Argues that a single educational system, special for all students, is needed. (Author/CH)

A survey of 303 Missouri home economics teachers attempted to identify factors that positively affect teachers' self-perceived competence to teach clothing construction to mainstreamed, physically handicapped students. Primary factors were (1) personal clothing construction experience, (2) college course that dealt with disabilities, and (3) years…

Alternatives to I.Q. testing have been developed in the Detroit Public Schools as a way to improve educational services and avoid the biased placement of Black students in special education programs. The new procedures involve the collaboration of a team that is specially trained to use multifaceted approaches to assessment. (VM)

The study illustrates how one group of teachers is adapting to a new role moving from a traditional remedial approach for special needs students based on withdrawal teaching toward a system providing more support for teachers in ordinary classes through advice and consultancy. The author explores how these teachers define their role. (Author/CH)

A study of 61 preservice teachers in K-6 classrooms investigated the subjects' overall attitude toward mainstreaming, their confidence in their ability to work with handicapped children, and their attitude toward the role of the regular teacher in special education evaluation and placement. (MT)

Based on a study of the differences between the way regular and special education teachers handle classroom transitions, this discussion suggests seven steps special education teachers should take to aid students in classroom transitions. A list of 24 different transition cues is included. (JC)

Discusses the role of the elementary school counselor in working with children who have cerebral palsy. Describes interventions for physical and emotional problems and provides recommendations for meeting the needs of children and their parents. (JAC)