Including the handicapped in the regular classroom can provide "special" education for all. Article provided some positive steps teachers can take to help the mainstreamed child succeed in the classroom. (Editor/RK)

A survey of 588 North Carolina regular educators, special educators, principals, and directors of special education programs indicated that most educators grade mainstreamed handicapped students in a traditional report card format and affirmed the practice of ranking effort, attitude, level of ability, and participation higher in grading than…

Results of a survey of 75 teachers, grades K-11, suggested that there are no grade level differences regarding willingness to mainstream mentally retarded students when the teachers have had some formal special education training. Additionally, special class teaching experience was not significantly related to attitude toward mainstreaming.…

In light of recent legislation, school psychologists, administrators, and teachers are required to decide if handicapped pupils' educational needs can be met in regular classrooms. Information that may be used to derive this placement decision is examined. Decision-making guidelines are proposed. (Author)

Three teachers are portrayed: a vocational teacher in a work experience program for disadvantaged high schoolers, a physical education teacher who teaches swimming to developmentally disabled students, and an education professor who assumed a teaching position in a mainstreamed class. (CL)

Promoting access to the general curriculum has emerged as a central theme of the standards-based reform movement, challenging educators to identify effective strategies for supporting students with disabilities to access the numerous social and learning opportunities within general education. We examined peer support interventions as an…

A symposium on the problems of educating teachers of handicapped youth was organized by the European Information Centre for Further Education of Teachers (Prague, Czechoslovakia) in 1977. The Czechoslovak position on special education teachers was given in the symposium's main paper. Co-authors Frantisek Kabele and Ludvik Edelsberger described the…

There is a rational approach to meeting the needs of mainstreamed learning disabled secondary students. (Author/PHR)

Regular educators (N=128) and special educators (N=133) in 21 Ohio school districts responded to a questionnaire regarding handicap integration. Willingness of regular educators to teach handicapped students depended more heavily on demographic variables (e.g., total number of years in teaching); willingness of special educators depended more on…

Support teaching for children with special needs in regular classrooms in Great Britain is discussed. Focus is on a definition of classroom support, tutorial support, an example of in-class support, influencing factors for effective classroom support, and the role of the support teacher. (DB)

The study illustrates how one group of teachers is adapting to a new role moving from a traditional remedial approach for special needs students based on withdrawal teaching toward a system providing more support for teachers in ordinary classes through advice and consultancy. The author explores how these teachers define their role. (Author/CH)

Based on a study of the differences between the way regular and special education teachers handle classroom transitions, this discussion suggests seven steps special education teachers should take to aid students in classroom transitions. A list of 24 different transition cues is included. (JC)

Specialization of training experiences for teachers of the mildly handicapped has led to a certain amount of curricular and faculty isolation. An argument for unifying teacher preparation by integrating special education for the mildly handicapped with general teacher education is offered. (DF)

The article examines the strengths and weaknesses of current special education practices and suggests alternatives that may facilitate the integration of special educators into the mainstream of education. (SB)

Describes a program in Dayton (Ohio) to train regular teachers, special education teachers, and school psychologists, counselors, or administrators to work cooperatively in planning the best mainstreaming situation for individual students. (Author/WD)