The experience of integrating an acoustically handicapped student into a junior high school program is described. (MJB)

An educator who is also the mother of a handicapped student recounts the difference mainstreaming made in the life of her child. (IRT)

The extent of mainstreaming likely to result from the Education of All Handicapped Children Act and ways of preparing for it are explained. Available from: Allen Raymond, Inc., P.O. Box 1223, Darien, Connecticut 06820. (GW)

With many deaf students presently being "mainstreamed" into public school systems, the need for motion picture captioning is increasing. Production versus borrowing is discussed and addresses for further information are provided. (Author/STS)

The Education for All Handicapped Children Act established two basic principles concerned with educational placements of handicapped children that are known as the "least restrictive environment" principles. How the legislation is working is described. (MT)

During the 1984-85 school year, classes for moderately mentally handicapped students were moved into the Monroe County, Indiana, public schools. The experience is described. (MT)

The Social Behavior Survival Program (SBS), a model for the social integration of disabled children into less restrictive settings, is described in terms of its purpose, components, and rationale; validity, efficacy, and replication studies on the model; and school applications and usage guidelines. (CL)

Project IMPACT is a cooperative effort between a university and a public school system to create a cadre of teachers trained in mainstreaming who become part of a self-sustaining process in individual schools. Based on five critical elements of effective inservice education, the project features three major steps. (CL)

The article describes 26 audiovisual materials appropriate for inservice training for regular teachers involved in mainstreaming handicapped children. Summaries typically include title, source, format, time length, and a description. (DB)

Aspects of curriculum affecting the success of mainstreaming handicapped students are considered. The concepts of explicity, hidden, and absent curricula are discussed relative to curricular adaptations. A "Curriculum Adaptation Guide" is presented to assist in the selection and adaptation of curricular elements. (Author/DB)

Public School 279 in Brooklyn, New York, is a school which has made mainstreaming work. The school has 96 special education students plus 40 who see resource teachers. How mainstreaming has been implemented is discussed. (MT)

A comparison of tenth graders who identified themselves as learning disabled and their non-LD peers suggested that the LD group was older, had a disproportionately high representation of Blacks and Hispanics and an underrepresentation of Whites, and reported more secondary handicaps than the non-LD cohort. (CL)

A review of grading issues, philosophies, and recommendations is provided with implications and specific suggestions for grading mainstreamed handicapped pupils at the secondary level. A position statement related to grading secondary mainstreamed handicapped pupils concludes the paper. The need for a fair and clear grading system for all pupils…

The paper describes the beginnings of a total developmental language learning system for mainstreamed visually impaired children in Israel. The readiness program is divided into five sections: auditory perception and discrimination, tactile perception and discrimination and fine motor coordination, gross motor coordination, body image awareness,…