Four groups (elementary principals, special education administrators, classroom teachers, and special education teachers) were surveyed concerning attitudes toward mainstreaming, focusing on the effects on academic, social, emotional, and behavioral development of handicapped students and effects on nonhandicapped peers, teachers, and…

Debbie Johnson is a teacher who provides an account of her involvement in researching the inclusion of pupils with Down's syndrome over a number of years. Her work has not only increased her own understanding but has had a significant influence upon her practice, both as a class teacher and in her current advisory role. Writing in a highly…

Prototypes of successful mainstreaming programs are described and suggestions made for school systems beginning this program. (JD)

Preparing teachers for mainstreaming is discussed by describing the necessary changes in the regular classroom teacher role and the roles of other school staff members and by considering the issues and problems that must be resolved by teacher educators. (JD)

The responsibilities borne by deaf students, interpreters, classroom teachers, and deaf education teachers which are necessary for mainstreaming to succeed are enumerated. A meeting among all parties early in the school year to review their respective roles and the compilation of a written summary for future reference can promote success. (VW)

Surveyed 400 regular and special educators from New York and Massachusetts on mainstreaming attitudes and perceptions of handicapped exceptional children. Results, implications, and future research directions are discussed, so that services to handicapped exceptional children can be improved and implemented. (Author)

A discussion is presented on the knowledge and skills helpful to special educators in their role as consulting teachers in mainstreaming. A parallel is drawn between adult development phases and career development. Sources of resistance to mainstreaming are cited. Three modes of consulting (provision, prescriptive, and mediation) are described.…

Equipping regular class teachers with skills necessary for coping with problem situations is recommended as an alternative to special classes for children with relatively mild behavioral, emotional, or learning problems. (KW)

Research on competencies needed by regular and special education teachers to enhance the integration of handicapped students is reviewed, and found to be limited. Changing roles and perceptions of regular and special educators are noted, as are findings of inservice attempts to develop mainstreaming skills. (CL)

Present systems of accountability, which require excessive paperwork and force teachers into the "Directive Teaching Model," cause special education teachers to be accountable to the system rather than to self-actualization needs of students. Special education teachers must have the freedom and training to create "unique"…

Special educators cannot afford to alienate regular teachers, for to do so is perhaps to win the battle and gain a few minor concessions for specific exceptional students, but lose the war in terms of teacher receptivity to mainstreaming. Change should be gently nurtured rather than abruptly forced. (Author)

A Wisconsin model called Designated Vocational Instruction establishes linkages among vocational and special educators, guidance and administrative personnel, adult support agencies, parents and students. Its goal is to help students with special needs learn entry-level job skills and competencies. (Author/JOW)

Questionnaires were completed by 85 high school administrators, 87 high school special education teachers, and 103 general education teachers; and interviews were conducted with 48 special education students. Data are presented according to each sample group. Special education teachers responded to questions on such issues as courses taught,…

Utilizing observational field research methodology, two special education teachers were observed daily for a year. Observations were analyzed to describe the teachers' role in the school system. Analysis suggested that issues such as system norms and teacher's creditability were important to effectiveness of mainstreaming. Sensitiveness to…

Reported is a descriptive analysis of observations made in Illinois schools (four school districts) and of responses from 29 special and regular teachers and administrators regarding integration of nonsensory mildly handicapped students. It is said that students formerly in special classes have been integrated in many regular classrooms and that…