Outlines a "curricular" approach to learning difficulties against the background of traditional conceptions and practices relating to special needs in British schools, and in light of recent developments in "mainstream" curricula. Examines calls for change in the organization of learning, distinguishes mainstream from special…

Free-play observation of 12 preschoolers (normal or mentally retarded) in integrated and segregated settings on four occasions during the school year indicated a steady increase in positive social interaction over time for normal children in both settings and for retarded children in the integrated setting. (Author/JW)

A review of theories and practices of contemporary special education in the Soviet Union focuses on the current state and tendencies in development of basic theoretical concepts, methods of screening, and organizational structure of special education and compares these with American theoretical considerations and practical approaches. (Author/CB)

Suggestions presented for special education teachers evaluating or preparing mildly or moderately disabled students for integration into mainstreamed classes include: training students to understand the difference between the resource and mainstreamed classes (directions, group activities); meeting with the regular classroom teacher; and teaching…

Students with mild to moderate hearing losses have different communication needs from their normal-hearing peers, but if those needs are met the children can thrive in a mainstream setting. A certified teacher of hearing impaired students can provide professional advice by observing the mainstream classroom and consulting with the teacher. (VW)

The Special Needs Action Program (Coventry, England) endeavors to support special needs students in regular primary and secondary schools by providing resource information, a variety of inservice courses, dissemination of materials, and advice and help. Early identification, teacher involvement, practical content, and staff support are major…

It is suggested that current shortcomings of special education services may lead authors of national education reports to focus on improvement of general education opportunities for all students rather than increased compensatory education. Special educators must work toward more effective integration of regular and special education. (Author)

Since 1964, California State University at Northridge has mainstreamed hearing impaired students, 538 of which have completed degrees. The success of these students demonstrates that qualified deaf students can both succeed and compete in public postsecondary education institutions if provided with adequate support services such as notetaking and…

The study compared four methods of increasing quantity and quality of play interactions between nonhandicapped and 11 moderately/severely handicapped children in an integrated preschool. Results of contingent reinforcement, reinforcement plus modeling, reinforcement plus behavior management, and reinforcement plus modeling plus behavior management…

A large-scale longitudinal study identified, through assessment of 118 classroom teachers and selected mainstreamed students (most of whom were learning disabled), 15 effective teaching behaviors for mildly handicapped students, including assignment of learning tasks with high success rates, frequent positive feedback, efficient use of classroom…

Social skills training involving role playing, teacher praise, cuing, and coaching was applied with an isolated, gifted 11-year-old enrolled in a regular sixth grade classroom. The intervention resulted in a significant increase in the student's participation in classroom discussions. (CB)

The author defines mainstreaming and discusses how business education teachers and special needs instructors can work as a team on instructional and materials adaptation to meet the special needs of students. (CH)

Two studies compared effects of different levels of cooperation (cooperative controversy, cooperative debate, individualistic; and intergroup cooperation vs intergroup competition) on cross-handicap interaction among 123 intermediate grade students (normal or learning/behavior disordered). Pure cooperation promoted more frequent cross-handicap…

A consultation-collaboration intervention model in which a school psychologist and a regular classroom teacher worked jointly to establish a remedial reading program resulted in marked increases in reading skills and levels of independent reading for five primary school students with reading problems. (Author/CB)

The observational study investigated social interactions and on-task behavior of 20 severely multihandicapped children in a mainstreaming program. In comparison with nonhandicapped students, severely multihandicapped students interacted with teachers and aides more frequently but showed the same degree of on-task behavior. (Author/DB)