This study investigated the effect of a program designed to prepare teachers for integration of handicapped students into the regular class. (Editor)

Part I of the Directory of Programs and Services for the Deaf in the United States includes data and results of interviews on mainstreaming hearing impaired students and information on educational programs for the deaf and professionals in deafness. (LS)

The author defines and discusses the handicapped child and what mainstreaming will mean to both the child and teacher. Statistics are given indicating eight million school-age children are handicapped to the point they need special education. What state legislation and the judicial system are doing about this is discussed. (EB)

Mainstreaming of handicapped children is presented from the point of view of the legal rights of children. The issue involves all levels of government in a constantly changing relationship. (JMF)

The regulations implementing Public Law 94-142 (Education for All Handicapped Children Act) raise several concerns about their implications for the learning disabled secondary student. (PHR)

The major provisions of P.L. 94-142 are presented, followed by a discussion of implications for the classroom teacher, effects on children, and suggestions for regular teachers in dealing with the handicapped in the regular classroom. The author suggests that the law presents a new and exciting challenge for educators. (KC)

In this interview, Dr. Gross expresses concerns of administrators, teachers, parents, and children regarding placement of special children in regular classrooms. He suggests that the individual teacher's attitude is crucial in setting up an environment in which constructive interaction between normal and special children can take place. (Author/KC)

The author suggests that teachers can prepare students in regular classrooms to accept and understand handicapped students through learning more about their strengths and weaknesses, needs, and capabilities. (KC)

Mainstreaming legislation requires that special-needs students participate in regular classroom activities to the extent possible. Studies indicate that neither parents, peers, nor professionals may be expected to hold positive attitudes toward these students or be competent providers of positive growth experiences. existing evidence supports the…

The school psychologist often is viewed as a diagnostician instead of a remediator. The purpose of this paper is to stress the remedial role that school psychologists can assume without detracting from the importance of diagnosis. (Author)

Darmstadt Enterprises for Career and Individual Development (DECIDE) is an educational program for both regular and special needs students providing a simulated business environment, currently in eight occupational areas. DECIDE is located in the Darmstadt Career Center and enrolls secondary students from schools in American military communities…

The article focuses on the mainstreaming trends resulting from Public Law 94-142 and other legislation requiring that regular school systems accommodate their programs to handicapped students. Topics of concern in restructuring schools and programs include individual assessment and placement, consultation, social skills, and programmatic…

Based on a paper presented at the International Council for Exceptional Children in 1978, the article discusses the effects on residential school students of competency-based training programs for teachers of the visually handicapped. (Author/DLS)

Contends that the mainstreaming effort can lead to breaking down of stereotypes and enables all citizens to participate as contributing members of society. Introduces an elementary level unit, "Likenessess and Differences among People in the Community, Nation, and the World," designed to identify similarities among individuals and to minimize…