Ways that teachers can prepare themselves for a class with a mainstreamed disabled student are described, including obtaining information about the specific disability, visiting the child and parents at home, reflecting upon personal attitudes about disabilities, setting up for a wheelchair user, working with visually- or hearing-impaired…

Placing socially rejected handicapped students with popular nonhandicapped students for cooperative nonacademic tasks is one approach to easing handicapped students' transition into the mainstreamed classroom. Teachers can group children according to sociometric techniques. (CL)

Sensitive, conscientious teachers can help change children's competitiveness into greater feelings of success and self-worth and can enhance acceptance for mainstreamed handicapped students. (CL)

Fourteen children's books which may help classroom teachers understand children with handicaps are described. The books deal realistically with a variety of handicaps (mental retardation, hearing impairments, blindness, physical disabilities, and multiple disabilities) and can be an effective tool in helping nonhandicapped children empathize and…

Approaches to helping nondisabled elementary students examine their feelings in preparation for mainstreaming handicapped children are described, including simulations, activities to provide familiarity with braces and prostheses, use of handicapped adults as guest speakers, and discussions about handicaps. (CL)

Special educators are encouraged to prepare the regular teacher for a handicapped child, familiarize the regular teacher with the individualized education program, prepare the regular students for the handicapped child's arrival, reinforce appropriate behavior in the handicapped child, involve others in the integration process, evaluate teacher…

A review of the literature suggests classroom techniques for reducing ethnocentrism among deaf and hearing students including providing multiple opportunities for interactions, giving both groups opportunities to discuss openly their reactions to each other, and discussing ways in which all human groups are similar. (DB)

The author concludes from phone interviews and site visits that there are many approaches for integrating severely handicapped students into school and community settings. Examples cited include dispersal, planned interaction, provision of program support and support for regular teachers. Staff integration, parental support and positive attitudes…

Formal and informal methods for promoting integration, directed toward both school staff and students, are provided to assist teachers of the severely handicapped in systematically integrating their students into the regular school milieu. (Author/SB)

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)

Components of an integrated physical education program, which consists of handicapped and nonhandicapped students, include: (1) activities that promote interaction among all students; (2) strategies that place handicapped and nonhandicapped students together; and (3) reinforcement of cooperative behavior. (CJ)

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The literature review examines activities and methods to prepare nonhandicapped children for the mainstreaming of handicapped children.…

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 authors provide information on how school personnel can help provide both opportunities for intergroup relationships and strategies for creating rewarding social interactions between severely handicapped and nonhandicapped students. (SW)