The article compares Part B of the Education for All Handicapped Children Act (P.L. 94-142) of 1975 with Part H and argues that the similar meanings of "appropriate educational services" and "least restrictive environment" under both parts support efforts to integrate infants and toddlers with disabilities. (Author/DB)

This article describes three dimensions of normalization that extend beyond mainstreaming in the context of early intervention: (1) the physical environment, (2) teaching and therapeutic strategies, and (3) family-focused services. Examples of normalized practices within each dimension are offered, and issues related to normalization are…

Professional and bureaucratic barriers to implementation of mainstreaming at the preschool level include philosophical and theoretical differences between early childhood education and special education, differences in personnel preparation, staff attitudes, issues related to current state regulations and monitoring, and provision of related…

The paper reviews trends in the integration of young disabled children and proposes replacement of the traditional concept of least restrictive environment as a continuum of placement with a concept of integration opportunities determined by individual child needs, family needs, and community resources. The need for integrated service delivery…

Origins of the criterion of the next environment (CNE) are examined for its continuing applicability to mainstreaming and integration of young disabled children, in light of changes in kindergarten classrooms, commitment to integrated education for all students with disabilities, collaborative partnerships, and instructional support services.…

The article proposes that conceptualizing intervention with young disabled children using the framework offered by the ABCX Model of Family Adaptation increases the likelihood that intervention will be planned and conducted in ways reflective of the normalizing approach underlying Public Law 99-457 (Education of the Handicapped Act Amendments,…

The study with 135 children (3-12 years of age) with Down Syndrome or other developmental disabilities found no significant differences in rate of gain across 6 domains when the amount of time in mainstreamed environments was varied. Down Syndrome subjects improved expressive language skills most at sites with no integration. (Author/DB)

The study with 60 mildly retarded students (at elementary, junior, and senior high levels) found that elementary level retarded students and students in primarily segregated settings rated peers (both retarded and nonretarded) more negatively than did older students or students in primarily integrated settings. Junior high students, however,…

Three mildly retarded 11 year olds were administered reading probes for a period of 4 months, and number of words read correctly were compared to student performance on a criterion-referenced mastery test. Findings questioned whether such probes alone yield sufficient information for making program decisions during the course of instruction.…

A statewide survey of 212 Vermont parents and practitioners examined acceptance and implementation of 9 "best educational practices" (identified by literature review and expert opinion) for students with severe handicaps. Although results indicated high acceptance of the best practices, there was a marked gap between acceptance and implementation.…

The study compared perceived maternal competence in child-rearing skills from infancy through adolescence in mothers of children with Down Syndrome (N=121) and mothers of children with no delays (N=222). There was a trend for mothers of children with Down Syndrome to feel less competent as their children grew older. (DB)

A home safety assessment and training methodology for mothers with mental retardation was evaluated. Although the overall number of implemented safety precautions increased, the variability of results among the four mothers suggests additional training or support services are needed. (Author/DB)

The pyramid training model was evaluated as a means to teach six supervisors and aides working with profoundly retarded adults the training skills of increasing assistance prompt hierarchy and specific praise in developing clients' daily living skills. Providing training to supervisors resulted in improved training skills for them and subsequently…

A conceptual review of contact between volunteers and persons with mental retardation at a Special Olympics competition indicated that, in four of five components of contact theory, optimum conditions for a positive change in perceptions were not provided. Contact with the retarded, however, did contribute to positive changes in perceptions.…

The study evaluated the effects of an aerobic fitness program and dietary intervention with external control components on three obese adults with severe mental retardation. Results indicated severely retarded adults respond to a program of progressive aerobic exercise and caloric restriction much the same way as nonretarded persons. (Author/DB)