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)

This study explored the transition from preschool to kindergarten and identified factors that predict children's social and school adjustment in new school environments. (PCB)

Describes a technique which teachers can use to help students adjust to the problems of growing from childhood to adulthood. The technique consists of a three-stage process of bibliotherapy: identification, catharsis, and insight. (Author/DB)

Aspects to consider in evaluating a mainstreamed special education program are discussed. Among the factors presented are the means of introducing handicapped children into a mainstreamed setting, the role of staff in the program, access of the special population to the full curriculum, and the social interaction opportunities. (PHR)

Classroom teachers and school mental health specialists must be better equipped to determine which students who practice deviant behavior are behaviorally disordered and which students are experiencing faulty social perception. (Author/PHR)

Youthful prison inmates (N=170) with mental retardation were studied to evaluate adjustment to incarceration, based on the frequency of five disciplinary infractions: hygiene violations, noncompliance with authority, assault on an inmate, assault on a correctional officer, and attempted escape. Results showed that subjects demonstrated poor…

Describes changing patterns of child custody, giving specific attention to the option of joint custody, parental satisfaction, children's adjustment, the importance of parental cooperation, and the role of the teacher in helping children of divorced parents. (RH)

The article examines definitions of behavioral disorders and summarizes recent literature. Issues raised relate to prevalence data, increasing classroom disruption, stability of behavioral disorders into adolescence and adulthood, and the increase in teacher stress attributable to children with behavior disorders. Management approaches including…

The paper addresses the needs of learning disabled (LD) students making the transition to secondary schools. Ways in which learning disabilities may magnify typical adolescent concerns are noted, such as social difficulties presented by poor perceptual skills and the effects of poor self image. Recent research suggesting successful strategies for…

The development of a social skills curriculum for elementary-age emotionally disturbed children is described. Based on classroom observations leading to a list of 20 behaviors considered important for classroom adjustment and learning success (e.g., sitting still in a group, not disturbing others, and working independently), the program consists…

The author discusses the implications of the Warnock Report's suggestion that maladjusted children be functionally integrated into the ordinary school. (CL)

Ways in which teachers can assist the adjustment of mainstreamed physically handicapped students are described. (CL)

Symptoms of hyperactivity and possible relationships of condition to various hereditary and physical factors are examined. Various methods of dealing with the problem are presented, and the need to provide hyperactive children with appropriate outlets of activity is emphasized. (RW)

Two hearing-impaired children, aged three and five, were observed in free play as they alternated between integrated and segregated settings. Results indicated that the level of cognitive play was not consistently influenced by the social setting, and that the children engaged in more socially advanced play in the integrated setting. (Author/JDD)

Describes an 11-step process for screening students with academic and/or behavior problems. (MD)