A questionnaire on the topic of mainstreaming was submitted to educators in three schools in the Richmond, Virginia area and to three graduate classes at Virginia Commonwealth University. Of the 110 respondents, half were regular classroom teachers, and the other half included special education teachers, administrators, counselors, and other…

This sourcebook contains advice for the regular classroom teacher who plans to receive a visually impaired child into his or her class. It specifically emphasizes development of positive teacher attitudes. Its style is a combination of narrative exposition and imaginary dialogue between an elementary grade teacher and her school's itinerant…

A personalized reading program for children in the elementary grades is described. The program consists of three interrelated parts: self-selection and sharing of books, skill development according to individual needs, and individual teacher-pupil discussion and evaluation conferences. Sustained silent reading, oral reading once a week to the…

This rating scale was developed to yield a measure of peer acceptance and socialization for students in grades 1-6. Each child is asked to consider his classmates in terms of three sets of questions, each set having 20 items. The child responds to the question by circling yes or no or sometimes on the answer sheet. Items are organized around three…

The Instructor's Guide is intended for use in training adult leaders to foster understanding and involvement of the handicapped in Cub Scout activities. Suggestions are offered for organizing two leadership training sessions which include defining types of handicaps leaders may encounter, conducting buzz group discussions on similarities between…

Students in grades four to six (N=77) judged the capabilities of peers traditionally labeled as "learning disabled" or "educable mentally retarded" but depicted in written vignettes only as attending either a resource room or special classroom. Students in special classes were judged significantly less capable than students in resource room…

Forty-six intermediate grade students expressed their attitudes toward an unknown mentally retarded student presented in a videotape, and indicated their social acceptance, rejection, or neglect of a mentally retarded peer in their classroom. Children's attitudes toward the videotaped child were related to their sociometric choices of the retarded…

The assigned and received social status of mildly learning-disabled, mildly behaviorally disordered, and nonhandicapped high school students (n=66) was examined. The samples' social status differed significantly from a larger nonhandicapped population. Cross-categorical comparisons of assigned social status showed no significant differences,…

A parent describes how presenting information on what it is like to have a disability to his son's teacher and fifth grade classmates helped his Down Syndrome son to adjust to a new school and achieve acceptance. The success of this strategy should encourage other parents to make comparable efforts. (JC)

Study results indicate that positive social interactions between nonhandicapped and handicapped students in the integrated music classroom, with increases in nonhandicapped students' acceptance of handicapped students, are not a result of music classroom experiences and music instruction alone, but also of the degree to which teaching conditions…

A study investigated whether Future Farmers of America (FFA) members and non-members differed in their perception of FFA programs and services and whether their perceptions were influenced by gender and ethnicity, enrollment choice, prior enrollment in an agricultural class, block scheduling, grade level, and extracurricular activities. A…

Professional educators, practitioners, and educational researchers should reflect upon and be self-critical of their professional attitudes and activities. Success in achieving educational goals depends upon a change in predominating attitudes and recognition of interdependency. (Author/CJ)

The study examined the efficacy of systematic team placement and individualized educational plans (IEPs) on enhancing the social integration of 200 educable mentally retarded and learning/behaviorally disturbed children into regular elementary classrooms. (Author)

A study investigated the effectiveness of a therapeutic motor development program in increasing the social adjustment and peer acceptance of a mainstreamed 10-year-old educable mentally retarded boy. The motor development program was based on the games analysis model and involved the S and 13 of his normal classmates. (Author/DLS)

Examines two seminal films of adolescent rebellion, "The Wild One" and "Rebel Without a Cause." Argues that both films expressed a discontent with, and acted as a critique of, the complacency and conformity of the postwar United States. Discusses the films' own ambivalent attitudes to issues of conformity and alienation. (MJP)