Preventing rejection of a student by his/her peers and helping the child to cope with such rejection are ever-present challenges for teachers. Suggestions are given by teachers who have successfully dealt with students who were rejected by classmates. (IAH)

Presents strategies to help students resist peer pressure. The peer pressure reversal technique involves checking out the scene, making good decisions about their actions, and acting to avoid trouble. A reproducible student page provides several suggestions of wording for students to use in saying no to their friends. (SM)

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…

Utilizing specialized classroom strategies to foster greater social acceptance of mainstreamed learning disabled students may be more efficient than having school personnel constantly involved in resolving student-to-student conflicts and assuaging hurt student feelings. Learning disabled students assigned to mainstream classes often present…

The digest addresses, in question-and-answer format, ways to promote peer acceptance of handicapped students. Topics covered include the effects of first impressions on nonhandicapped students and the impact of physical proximity, and the nature of interdependence among students' learning goals and rewards as structured by the teacher. A…

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…

Discusses patterns of social interaction used by 28 preschool children who were popular, controversial, neglected, or rejected as playmates. Videotaped social play in which one child joined a dyad was coded in terms of children's direction of communication, inititiations, and responses. (CB)

School building and classroom accessibility are the first factors considered in a discussion of making provisions for mainstreamed physically handicapped students in vocational home economics programs. Legal mandates are cited, and ideas for adapting food labs and sewing labs for wheelchair students and students with visual impairments are noted.…

This book came about as a result of working directly alongside teachers working with challenging children and children with emotional behavioural disorders. These teachers (from Australia and the UK) work with children in mainstream and special education settings. Teachers spend a third of their waking and working day with children. Most teachers…

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)

Believes that music teachers should reassess their views toward adolescent behavior in the music classroom by learning to see their behavior in a positive light. Describes teaching strategies that build on four adolescent behaviors: (1) desire for peer acceptance; (2) abundant energy; (3) love of fun; and (4) limited time-managing skills. (CMK)

The brief paper summarizes the 1983 report, "Social Integration of Moderately Handicapped Students through Cooperative Goal Structuring: Influence of Teacher Instruction on Cooperation" by JoAnne Putnam. Techniques for constructing group learning activities using cooperative goal structuring are broken down into the following steps: (1)…