Methods for dealing with classroom behavior problems of handicapped students in mainstream classes should follow the principle of least intensive intervention. Specific strategies for reducing undesirable behavior (planned ignoring, stating expectations, signaling) and increasing desirable behaviors (modeling, structuring the situation, positive…

One of the competencies needed by teachers working with mainstreamed handicapped students is behavior management. The inservice system offers excellent opportunities for providing teachers with continued updating of their professional skills. (JN)

These tips for the vocational teacher with mainstreamed students focus on three areas: the student, the classroom, and teacher strategies. The tips that focus on the student have an interpersonal focus. Recommendations are concerned with student strengths and weaknesses of which the teacher should be aware through observations, gathering and using…

Discusses the adaptation of music teaching methods and classroom environments for mainstreamed special students. Teachers must identify handicapped students, establish individualized goals for them, and modify the classroom, class activities, and teaching techniques to meet their special needs. The discussion includes the use of behavior…

The first of a two volume series designed for teachers of students with emotional disabilities, this guide provides information on practical classroom techniques. The following topics are examined through article reprints, checklists, and discussion overviews (sample subtopics in parentheses): behavior management (management plans, intervention…

The Mainstream Assistance Teams Project in elementary and middle schools involves prereferral intervention embedded within a larger process of teacher consultation to better accommodate difficult-to-teach pupils in regular classrooms. Project interventions are prescriptive, student directed, and designed to transfer to additional school settings.…

Learncycle is a project of the National Diffusion Network which has trained hundreds of teachers and other school staff nationwide in a wide array of skills to improve the mainstreaming process and the education of the high-risk student. The project uses the "Learncycle Behavior Analysis Mainstreaming Model," which works to achieve a fit…

Twelve years have elapsed since Public Law 94-142, the Education for All Handicapped Children Act (EAHCA), was passed by Congress. This paper accordingly reviews the far-reaching effects of EAHCA on the educational enterprise, focusing on the legal, administrative, and instructional challenges of disciplining handicapped students in a…

Human rights review is a process by which agencies assure that an intrusive behavioral program is appropriate in a given case. Methods are described for local education agencies to accomplish human rights review of proposed and ongoing intrusive behavioral treatment with students who have severe behavior problems. One approach to human rights…

This paper discusses the results from 20 interviews over 10 years with therapeutic support staff members (TSSs) who revealed practices that they successfully implemented while working in inclusionary classrooms with students who had severe behavior challenges. All of the interviewees had Bachelor's degrees in behavior modification. They all worked…

Defines inclusion as the placement of students with disabilities in age-appropriate regular educational settings with the bringing of special services to them in the classroom. Describes a wide variety of characteristic behaviors common to children with neurological dysfunctions. Includes suggestions for accommodating behaviors. (MJP)

The document consists of a series of in-service training sessions designed to be used by early intervention agencies in helping child care personnel mainstream young children with special needs. A glossary of disability-related terms is followed by an outline of eight in-service sessions which address the following topics: managing mainstreaming;…

Fourteen papers examine current issues and practices in the education of students with severe mental retardation (SMR). Papers touch upon the broad context of education for SMR students, programs for the SMR population, and critical issues. The following papers are presented: "The Severely Mentally Retarded Individual: Philosophical and…

Describes a five-step process by which preschool teachers can meet the individual needs of all children, including those with disabilities, while maintaining a group instructional format. The process links assessment to curriculum, has planned teacher-directed individualized group instruction, implements behavior management techniques, and…

The Mainstream Assistance Team (MAT) project is a 3-year research program designed to develop, implement, and validate a prereferral intervention model. The model is a least-restrictive, preventative, ecologically-based, problem-solving approach, using a multidisciplinary team composed of a school psychologist, special educator, and general…