Assessment of the expectations of families with handicapped (N=9) and nonhandicapped (N=50) young children before and after the introduction of handicapped children into a day care center revealed both groups felt that greatest benefits were derived from exposing children to the "real" world and promoting acceptance of handicapped children.…

The article presents a report, based on a five-month visit, of vocational integration of persons with mental handicaps in five Western European countries: Denmark, Great Britain, Italy, Switzerland, and West Germany. (DB)

Limitations of the current division of the general and special education service delivery systems are identifid with focus on disabling attitudes of general and special educators. Stressed is the need for a unified educational system which meets the special needs of all students. (DB)

Methods for dealing with classroom behavior problems of handicapped students in mainstream classes should follow the principle of least intensive intervention. Specific strategies for reducing undesirable behavior (planned ignoring, stating expectations, signaling) and increasing desirable behaviors (modeling, structuring the situation, positive…

The article reviews the efforts (since 1976) of a group of parents and teachers in Agueda, Portugal, to obtain public education for severely handicapped children in integrated primary, elementary, and secondary school classroom settings. (DB)

A followup study on nine British children with moderate learning difficulties who were transferred from a special school to their neighborhood comprehensive schools reports that eight of the children appear reasonably well adjusted to the comprehensive school. (DB)

The article examines the research used to support the Regular Education Initiative, especially the literature on the efficacy of special education and studies examining the Adaptive Learning Environments Model, a mainstreaming program. The support provided by these lines of research, however, is seen to be minimal. (Author/DB)

The article reviews potential barriers to implementing the Regular Education Initiative (REI) in secondary schools and then discusses a set of factors central to developing a workable partnership, one that is compatible with the goals of the REI but that also responds to the unique parameters of secondary schools. (Author/DB)

The social adaptation of mainstreamed mildly retarded children was assessed. Results indicated that mildly retarded children were very much rejected by their peers. In comparison with nonretarded classmates, they reported significantly more dissatisfaction and anxiety about their peer relations. (PCB)

Describes how Brighton Area Adult Education Service managed to run a successful "wider outlook" course that achieved integration of special needs students with the general public. (JOW)

Results of surveying 21 educators responsible for coordinating their school districts' mainstreaming programs revealed that although educators acknowledge a commitment to mainstreaming few have employed viable implementation procedures. Results suggested the need for a model of recommended policies and procedures. (DB)

The article recounts efforts of the Mississauga Association for the Mentally Retarded (Ontario) to provide preschool retarded children with an appropriate educational program in integrated settings. (DB)

A pilot program which integrated five severely handicapped children into regular primary grade classes in Edmonton, Alberta, is described. The program was developed as a result of encouragement by parents of handicapped children in an integrated preschool program. (DB)

Eleven academically handicapped and 18 nonhandicapped members of a fourth-grade class participated in an auditing procedure in which they audited their own performance and that of all classmates on daily arithmetic assignments. Handicapped students on the average audited classmates more often (although not signficantly more so) than nonhandicapped…