Describes a proposed program model which provides a framework for an inservice program to help industrial arts teachers meet the needs of handicapped students, as well as procedures and policies for dealing with special-needs students in a district. (CT)

Discusses the music educator's role in working with mainstreamed, handicapped students in the schools. The author emphasizes the need to clarify educational goals, use interdisciplinary teams, develop criteria for general music achievement, and modify teaching strategies. (AM)

PL 94-142 is viewed as educationally and psychologically destructive to disabled students. It is also described as financially devastating to local school districts since it mandates that: (1) Cost cannot be considered a factor in developing educational programs for handicapped children; and (2) The most money be spent on children least likely to…

The effects of cooperative and individualistic learning experiences on interpersonal attraction between handicapped and nonhandicapped fourth graders were compared. Students were assigned to conditions on a stratified random basis controlling for handicap, ability, and sex. Cooperative experiences promoted more cross-handicapped interaction and…

The program was developed to minimize classroom disruptions which often occur when a behavior problem student (9 to 13 years old) from a special education homeroom is placed in the mainstream. The program also was designed to encourage on task performance and work completion both in the homeroom and mainstream settings through reinforcement for…

Maintains that teachers trained to nurture children and to educate the whole child successfully integrate handicapped children into a classroom with other normally developing children. (Author/DB)

The effect of individual and group feedback upon reducing oral reading errors was investigated with 16 fifth-grade underachievers from a learning disabled (LD) program and from a regular classroom (non-LD). Both individual and group feedback procedures were found effective when compared with the baseline condition. (Author)

Advantages and disadvantages of methods to evaluate sociometric outcomes of mainstreaming (sociometric assessment, nomination methods, rating scale method, paired comparison method, and variations on nomination and rating scale methods) are considered. (CL)

Mainstreaming and declining budgets are causing many teachers concern about their workloads. In a survey of Arkansas secondary teachers, the following weighted factors were recommended for inclusion in a workload policy: number of preparations, student ability level, class type and size, course difficulty level, and administrative or cocurricular…

Presented are vignettes about six special children and how they were helped by their teachers. The children's problems included physical handicaps, learning disabilities, and interpersonal/emotional difficulties. (SJL)

Examines a Connecticut case concerning the rights of a disruptive handicapped student in light of P.L. 94-142. (IRT)

Children in an English junior school with an attached unit for severely handicapped children were given a paper and pencil questionnaire to determine the level of acceptance of their handicapped peers. (Author)

Project Special Friend, a reverse mainstreaming program in which elementary school volunteers worked with severely retarded students, is described. After one year the program was found to have increased the social awareness of the retarded students and given the volunteers a much better understanding of their handicapped peers' problems and…

The resource room intervention was effective for increasing reading rates of LD children but the increased rates did not appear to be maintained in the regular classrooms. The group with the shortest stay in the resource room made significantly greater rate gains during treatment and continued during follow-up to learn at a higher rate. (Author)

A survey in Region Five of the U.S. Office of Education was conducted to contrast university views with those of practitioners in defining professional preparation program efforts for secondary special educators. (Author/DLS)