Presents the definition of learning disabilities found in the Specific Learning Disabilities Amendment of P.L. 94-142; briefly outlines the classroom teacher's role; and provides a short list of organizations, journals, and reference books for those seeking further information on learning disabilities. (SJL)

Critically examines the mainstreaming movement in the United States and the assumptions behind the movement and compares it to the situation in Scandinavia. Broader social issues are discussed. (Author/MLF)

The Title IX legislation makes campus recreational programs more responsive to everyone's needs. Title IX provides not only open access to programs but also the opportunity to reevaluate philosophies about jobs, education, family life, recreation, and leisure. (CJ)

Describes the mainstreaming efforts of the Madison (Wisconsin) School District, where every moderately and severely retarded student is instructed in four curricular areas: vocational, community, leisure recreational, and domestic. (LRA)

The Albuquerque Public Schools provide services to severely and profoundly handicapped students in side by side sites, programs in which the handicapped students are educated in special classes alongside nonhandicapped students on regular school campuses appropriate to their chronological ages. (SBH)

Ways in which teachers can assist the adjustment of mainstreamed physically handicapped students are described. (CL)

Examined the concerns of regular class teachers who were the primary instructors for educable mentally retarded pupils and educationally handicapped children. Different teacher response patterns were identified, and teachers were found to be somewhat less comfortable with the retarded than with the educationally handicapped child. (Author)

Questionnaires were designed to elicit teachers' attitudes and perceptions as to the effectiveness and appropriateness of mainstreaming and regular classroom teachers' level of skill competency. Results indicated that resource and regular teachers evidenced differential perceptions. (Author)

Activities for fostering relationships between handicapped and nonhandicapped children in the mainstreamed classroom are presented. Suggested are such activities as simulation by nonhandicapped students of what it is like to have a handicap and role playing to help children understand the feelings of others. (PHR)

Social interactions and peer preferences in a preschool mainstream classroom containing 20 normally developing and at-risk children were studied, using the ethological method of direct observation. Data on social play and gaze orientation indicated that normally developing children and at-risk children interacted primarily with children from their…

The study examined the social interaction of nine language-handicapped children (7 to 10 years old) in a speech and language unit as compared to an equal number of regular class children. (SBH)

The author discusses four counseling areas in which the secondary school counselor will be highly involved with handicapped students: academic advising; counseling for postsecondary education; career or vocational guidance; and counseling for athletics, recreation, and clubs. Under each heading, both legal concerns about discrimination and…

Comments from superintendents and other administrators across the country about their compliance with the Section 504 mandate that all educational programs be accessible to the handicapped. (Author/MLF)

The article is designed to help educational agencies cope with the problems encountered in deciding on the structure and content of inservice programs on the topic of mainstreaming. The expressed concerns of over 300 regular and special educators are translated into several organized methods for presentation. (Author/PHR)

The present research investigated whether information about and experience with the handicapped would improve prospective regular education teachers' (N=29) attitudes toward and knowledge about mainstreaming. (Author)