Physical education teachers can establish successful therapeutic exercise programs for mainstreamed handicapped students by involving peer helpers in a carefully designed program. (CL)

Predictable books--those that use repetitive, cumulative, or familiar sequences--can be effectively used in individual and group instruction with learning disabled students. (CL)

Suggestions are offered for educating teachers to plan, conduct, terminate, and follow-up conferences with parents of handicapped children. (CL)

Q-sort techniques can be used to verify and quantify the discrepancy between the way handicapped children see themselves and how they would like to be. Modifications of the approach may also be useful with parents, peers, or administrators. (CL)

The article describes learning activities and resource materials that may be helpful in helping preschool children develop positive attitudes toward handicapped children. (CL)

A case study illustrates ways in which creative drama activities can be modified to foster accessibility for students with hearing impairments, orthopedic disabilities, visual problems, learning disabilities, mental retardation, and behavior disorders. (CL)

The story frame approach, in which teachers construct frames that become the focus of children's discussions and written assignments, can help improve educable mentally retarded children's reading comprehension skills. (CL)

To help teachers ensure that spellng instruction for mainstreamed handicapped students is direct, comprehensive, student-oriented, varied, individualized, and based on research, the article poses 11 questions for analyzing spelling materials and practices. (CL)

Learning-by-doing centers, an approach based on theories by J. Piaget and The High Scope program's cognitively oriented curriculum, strengthens the problem-solving skills of learning disabled students. (CL)

An exploratory study involving three learning disabled students suggested that semantic maps, a visuospatial strategy in which concepts are linked, promoted reading comprehension. (CL)

The paper describes the keyword method for vocabulary instruction with learning disabled, mentally retarded, gifted, and typical students. The keyword method, a mnemonic technique using visual imagery, involves recoding, relating, and retrieving. Building fluency, using scientific word parts to understand complex words, and generalizing to…

Severe cerebral palsied children require adapted physical education activities, and teachers' consultation with physical therapists can help in planning appropriate activities for them. Gross motor activities (such as sitting T-ball and wheelchair knockdown) that have been successfully used with elementary and middle school students are suggested.…

Instructional games can be used effectively when they require active student participation and high rates of student responding. The article describes principles of such games and suggests ways to turn typical games (such as "Bingo,""War,""Scrabble,""Boggle," paper/pencil games, and question/answer games) into active, high-response games. (JDD)

Hearing-impaired children in mainstreamed classes require assistive listening devices beyond hearing aids, lipreading, and preferential seating. Frequency modulation auditory training devices can improve speech intelligibility and provide an adequate signal-to-noise ratio, and should be incorporated into regular classes containing hearing-impaired…

The Social Observation for Mainstreamed Environments (SOME) checklist evaluates handicapped preschool children's social skills and readiness for mainstreamed environments. Checklist items represent social behaviors important to successful preschool integration, such as initiating interactions appropriately, obeying class rules, and respecting…