Elementary students (N=25) responded to an open-ended question as to feelings about a physically disabled child joining their class. The most frequent response was the need to help the handicapped child. Pity or sorrow for loss of a physical function was the second most frequent response. Discusses implications. (RC)

A coding scheme was developed which reflected individual differences among students with various handicapping conditions and their adjustment to "hands-on," activity-centered science materials. The scheme was utilized in the observation of four special education student's interactions with the science materials from Science Activities…

The National Center for Research in Vocational Education is developing a set of competency-based teacher education modules designed to train vocational education teachers to serve students with special needs. This article describes activities pursued as part of the project. (CJ)

The central purpose of mainstreaming is to integrate handicapped students with nonhandicapped peers. It is the teacher's responsibility to foster positive and constructive interactions between handicapped students and their peers. Three ways of organizing constructive peer interaction are: (1) cooperation; (2) competition; and (3) an…

Offers an integrative model for mainstreaming handicapped children into reading classrooms. Discusses nondiscriminatory assessment, the development of individualized education programs, and the factors to emphasize in implementing mainstreaming. (FL)

Observations were made of the social participation, constructiveness of play, and communicative interactions of developmentally delayed and non-delayed preschool children as they interacted in heterogeneous groups. The only significant effect of heterogeneous group composition on the children was reduced inappropriate play by severely delayed…

After briefly reviewing some research on the outcomes of mainstreaming, the author presents seven guidelines to the special education teacher for smoothing the mainstreaming process. (SJL)

Five components were identified as crucial to the success of the mainstreamed peer tutoring program (selection, training, matching, supervision, and communication with/support for the regular classroom teacher). Data provided support for the conclusion that the on task behavior of tutees improved significantly as a result of the program. (SB)

Thirteen programmatic factors are identified and considered for their role in fostering social integration in mainstreamed settings. (CL)

Describes an instructional model using paraprofessional concept for educating low incidence exceptional children in regular classrooms in rural areas where special facilities, materials, and teachers are not available. (JD)

Communicates the essence of mainstreaming and its ramifications for the public school principal. Suggests that state legislators weigh the impact of all impending education legislation on the school principal before passing a bill. (MLF)

Briefly discusses a project that helps principals get arts programs for the handicapped started in their schools. Discusses the need for such programs and the obstacles to their implementation. (IRT)

Data from 182 teachers showed the Educational Attitude Survey to be a factorially valid and highly reliable measure. Its 16 items yield three scores: administrative aspects of mainstreaming, educational aspects, and total score. (Author/CP)

The resource room program at the Carterton Comprehensive School in England is discussed. The school teaches 750 11- to 16-year-old students with provision for up to 30 special education students. (PHR)

Children who are blind are among the most easily mainstreamed of children with handicaps. The child with visual impairments is in need of an educational program which will meet all the students' needs, including those resulting from the visual condition. (JN)