A group of English as a Second Language (ESL) teachers share tips on how to incorporate the latest ESL techniques into teaching strategies to reinforce what children are learning in ESL and to enrich school for all students. (MT)

Lists ten ways teachers can help the hearing impaired child in a normal classroom, and describes activities to help normal hearing students accept and cope with a peer whose hearing is impaired. (SB)

Intended for both regular and special educators, the book outlines ways to promote integration between students with severe handicaps and their peers. The first of five sections includes an overview about students with severe handicaps as well as background information on the integration of severely handicapped students. Three chapters in section…

The presentation covers assessment and intervention of social interaction skills with emotionally disturbed children. Noting the importance of social interaction skills and yet the neglect of such skills in the literature, the paper advocates a systematic instructional approach to improve the social acceptability of emotionally disturbed children.…

The overview, the first in a series of five manuals, describes the goals of the AID (Accepting Individual Differences) curriculum of fostering acceptance and respect for differences, as exemplified by disabilities. Briefly discussed in the guide's section on the curriculum's rationale are need, assumptions (such as that handicapped individuals…

Discussed is a method of peer teaching among children which consists of the following four stages: planning and orientation meetings with the teacher and prospective peer teachers, the teaching sessions, post-teaching or evaluation critiques, and further training and planning sessions. Topics discussed include targeting trouble spots, teaching…

This article discusses a rationale for and benefits of integration of preschoolers with severe disabilities. Strategies to promote social integration are offered in the areas of teacher preparation, environmental arrangements, activities aimed at nonhandicapped peers, and teaching disabled children social interaction strategies. Also considered…

This unit of study aims to help students understand that persons with disabilities are more alike than different from persons without disabilities, to help students appreciate that all people regardless of differences are valuable and worthwhile, to offer students hands-on activities to help them become sensitive to the differences in the lives of…

This handbook was developed for teachers who have a visually handicapped child in their regular classroom. Classroom activities designed to prepare students to receive a visually handicapped classmate are described. Recommendations are made on the use of special resources available to the teacher, and descriptions are given of successful…

Part of a series on the Hawaii Integration Project designed to facilitate integration of severely handicapped students, this guide presents strategies for leisure time integration. Following a discussion of rationale and assumptions in chapter 1, chapter 2 presents the interactive curricular model which views social competence as determined by…

The AID (Accepting Individual Differences) curriculum guide, the second in a series of five manuals, attempts to foster acceptance and respect for differences, as exemplified by disabilities. The manual presents activities on hearing impairments (HI) for instructors' personal learning, and lesson plans for teaching students in kindergarten through…

The AID (Accepting Individual Differences) curriculum guide, the third in a series of five manuals that attempt to foster acceptance and respect for differences as exemplified by disabilities, presents activities on motor impairments for insructors' personal learning and lesson plans for teaching students in primary grades. Presented for…

The AID (Accepting Individual Differences) curriculum guide, the fifth in a series of five manuals that attempt to foster acceptance and respect for differences as exemplified by disabilities, presents activities on visual impairments (VI) for instructors' personal learning, and lesson plans for teaching primary grade students. Suggested for…

Normal children (average age 11, n=25) and multiply disabled children (aged 9-15, n=8) were integrated in physical education classes, emphasizing work with disabled-normal dyads. Girls were more willing than boys to accept disabled children into their groups, but during individual activities, boys were less reticent about making physical contact.…

The authors discuss some fictional works about handicapped children and suggest how these books may be used in conjunction with other teaching techniques, such as drama, written expression, and art, to help nonhandicapped children understand their disabled peers. (SJL)