The article outlines practical strategies based on a theoretical model and research support for establishing constructive interaction among mainstreamed handicapped and nonhandicapped students. (SBH)

Under a research and development project entitled Reducing Isolation in the Mainstream, classroom teachers who had hearing impaired or vision impaired students in their classes were recruited to join special educators in investigating how to promote integration of handicapped students. (SBH)

The study involving 339 third through sixth graders investigated the application of the group discussion paradigm as a vehicle to improve nonhandicapped children's attitudes toward mentally retarded children. (SBH)

The Albuquerque Public Schools provide services to severely and profoundly handicapped students in side by side sites, programs in which the handicapped students are educated in special classes alongside nonhandicapped students on regular school campuses appropriate to their chronological ages. (SBH)

Preservice training that provides for contact with different kinds of exceptional children as well as for lecture discussions about them was found to have an advantage over training limited to lecture discussions in the realm of attitudes and behavioral intentions, but not in factual knowledge. (SBH)

The handicapped and nonhandicapped children changed differentially over time in their solitary activities and dominant interactions and in their interaction with handicapped and nonhandicapped peers, but these changes all moved in the direction of making the two groups less distinguishable. (Author/SBH)

The total Parent as a Teacher Inventory score of parents at either the lower or upper extremes served as a guide for identifying those who would be least and most successful as teachers in a home based child language training program. (SBH)

A difficult situation arises for special educators when they are asked to serve as active advocates for handicapped children, while simultaneously being employed by a public school system, institution of higher education, or state education agency charged with responsibility for implementing various aspects of Public Law 94-142, the Education for…

A meta-analysis, the application of statistical methods to findings from a large collection of individual studies, is reported for the literature assessing the effectiveness of psycholinguistic training using the Illinois Test of Psycholinguistic Abilities (ITPA) as the criterion measure. (Author)

All major aspects of P.L. 94-142--the concept of the least restrictive environment; due process procedures; individualized education programs; and parent involvement--were identified as problems for rural schools. Three primary hindering factors were identified: teacher retention and recruitment problems, rural attitudinal problems, and problems…

The history of the Council for Exceptional Children (CEC) is recounted in the last two of six articles. For previous chapters, see EC 132 343, EC 131 699, EC 130 981, and EC 130 393. (DB)

The article addresses 10 questions that should receive thoughtful consideration prior to initiating a competency testing program for handicapped students. (Author)

A rationale is provided for integrating steps that are necessary both in minimum competency testing programs and in the process required under Public Law 94-142 (the Education for All Handicapped Children Act) for developing individualized education programs for handicapped children. (Author)

Florida has adopted and implemented a variety of ways to test handicapped students without harming them, including exemptions, special standards, and modification of test techniques. (Author/CL)

The discussion of minimum competency testing (MCT) for learning disabled students focuses on advantages and disadvantages, the need for test modifications, and the importance of coordinating the child's individualized education program with MCT considerations. (CL)