Enactment of the Education for All Handicapped Children Act stipulated that the mentally retarded, among other groups of handicapped children, be educated in the least restrictive environment. Specialized instruction and related service needs are crucial components to be considered in designing an adequate educational program for exceptional…

The hearing impaired child has been the most neglected exceptional student in the public day school system. Mainstreaming efforts should consider the individual educational needs of both severely and less severely hearing impaired students. (JN)

Children who are blind are among the most easily mainstreamed of children with handicaps. The child with visual impairments is in need of an educational program which will meet all the students' needs, including those resulting from the visual condition. (JN)

Because the physically disabled student must adjust to his/her inclusion into a nonhandicapped environment and to large group instruction simultaneously, the preparation of inservice teachers and nonhandicapped students should acquaint them with the physical, psychosocial, and academic factors associated with handicaps. (JN)

The teacher in the mainstreamed classroom should focus on three considerations: (1) the importance of social integration; (2) the importance of academic discrepancy between the handicapped and nonhandicapped as a factor in the decision to mainstream; and (3) the importance of individual instruction to the success of the mainstreaming program. (JN)

Although the behaviorally disordered pupil may be among the most difficult to successfully reintegrate into the regular classroom, procedures do exist for facilitating this process. There are three kinds of integration: temporal integration or time stipulations; instructional integration; and social integration which defines acceptance by…

The historical development of social studies is traced to provide a perspective for the next two decades. Citizenship education is advocated but the practice of enculturation in the 19th century tradition is regarded as intolerable. The need for better and more widely accepted theoretical insights is pointed out. (JMF)

The historical development of curriculum materials in the social studies is outlined. Principles offering the potential to effect major changes are described and a set of guidelines for a rational social studies curriculum is established. (JMF)

The lack of an adequate research base for social studies is documented and discussed. The various kinds of research that would be useful are described. Effective dissemination that influences teaching and learning is viewed as essential and several positive recommendations are made. (JMF)

The role of decision making, and its import for generating social change are examined. Decision making is considered from psychological, semantic, and scientific viewpoints, and suggestions for constructive change in social studies curricula are offered. (RJG)

Developmental characteristics of students in middle schools (grades 5-8) are detailed and a social studies curriculum tailored to their particular needs is outlined. (JMF)

A survey of authors of elementary social studies methods texts indicates a lack of agreement on goals for the elementary social studies. Implications of this study are outlined. (JMF)

Political and social participation of students is discussed as a major goal for the social studies. The author suggests that the active participation of students in school decision making and policy formation will raise their political and social awareness. (JMF)

Eight kinds of curricular changes designed to make schools more effective agents of citizen education in a global age are discussed. Materials designed to globalize the content of education are listed and four basic elements of a curriculum grounded in a global perspective are briefly described. (JMF)

Several current viewpoints concerning values education are identified and suggestions for a comprehensive approach to values education are offered. (JMF)