After briefly reviewing some research on the outcomes of mainstreaming, the author presents seven guidelines to the special education teacher for smoothing the mainstreaming process. (SJL)

Questionnaires were designed to elicit teachers' attitudes and perceptions as to the effectiveness and appropriateness of mainstreaming and regular classroom teachers' level of skill competency. Results indicated that resource and regular teachers evidenced differential perceptions. (Author)

This survey of 206 parents, 217 regular educators, and 124 special educators examined the status of integration of special needs students into public schools of Victoria (British Columbia, Canada). Respondents generally felt that integration is of benefit to special needs students and regular students, with a gradient of perceived benefits…

This article examines the special education teacher's role in Wisconsin's Designated Vocational Instruction interdisciplinary approach to providing vocational skills and competencies to disabled high school students in the least restrictive environment. Both direct support to students and indirect support to vocational instructors and the program…

Based on changes in the delivery of early childhood special education (ECSE) services, an argument is made for including content related to the purposes and models of consultation as well as collaborative process skills in personnel preparation programs for early childhood special educators. The content of current personnel preparation programs…

Montgomery County Public Schools (MCPS) "Special Education at a Glance." which includes a copy of the "Guide to Planning and Assessing School-Based Special Education Programs." provides in a single document, information about the special education population at each Montgomery County (Maryland) public school, including…

Backed by court decisions and state legislatures is the belief that handicapped students have a right to, and would benefit from, participation in the "least restrictive" educational program they can manage. (Author/MLF)

Attitudes of 39 junior high regular class teachers toward inclusion of special education students in their classroom were measured. The relationship between the special education teachers, special education student, and the mainstream teacher was rated strongly positively. The teachers felt that the special education students produced no…

This handbook, prepared by the Barrier Resolution Project in the state of Washington, includes specific instructions, materials, and checklists of equipment necessary for an outside facilitator to assist in the development of cooperative problem solving and planning related to special education. After introductory material including "keys to…

The author defines and discusses the handicapped child and what mainstreaming will mean to both the child and teacher. Statistics are given indicating eight million school-age children are handicapped to the point they need special education. What state legislation and the judicial system are doing about this is discussed. (EB)

Resource teachers serving mainstreamed deaf students are encouraged to make use of a student weekly progress form to aid communication with regular classroom teachers. The form covers academic progress, level of effort, specific problems, and whether a conference is desirable. (DB)

Addresses specific mainstreaming methods for each category of disability, including issues of instruction, accessibility, attitudes, and support services. (SK)

A survey in Region Five of the U.S. Office of Education was conducted to contrast university views with those of practitioners in defining professional preparation program efforts for secondary special educators. (Author/DLS)

The article briefly reviews the literature comparing group and individualized instruction and suggests ways special teachers who work on an individual basis with mild to moderately handicapped students can promote transference of independent work habits to the larger classroom situation. (DB)

Mainstreaming will increase the responsibilities of teachers, many of whom have little training in teaching the handicapped. A new relationship must be developed between regular and special educators. Special training and support services should also be supplied for teachers. (RLV)