Five papers describe ways to integrate knowledge from regular and special education at the university level. L. Hudson and M. Carroll ("The Preservice Teacher Experiences Variation in the Meaning Making of Handicapped and Nonhandicapped Learners") review adaptations in a competency based teacher education program to include information on high…

Mastery learning, an approach originated by B. Bloom and based on formative testing to give the student feedback and correction, is advocated as an effective way to individualize instruction in a mainstreamed setting. (CL)

The paper describes ways in which mainstreamed special education students can engage in individual assignments to master course content. The activities include developing a word parts dictionary which addresses prefixes, roots, and suffixes of the subject area; highlighting the textbook to sort out main ideas, vocabulary words, and supporting…

The paper briefly reviews current issues and concerns facing postsecondary schools that provide services to learning disabled (LD) students. The following topics are discussed: college admissions policies, implications of Section 504 of the Rehabilitation Act of 1973, characteristics of LD college students, accommodations to meet their special…

Feasible ways of mainstreaming the preschool child are viewed, and alternative ways of using volunteers and parents in this effort are delineated. (JD)

Mastery learning offers a way for teachers to offer individualized instruction to students and to help more of their students be successful in learning. Practical implications of using the mastery learning approach are described, followed by evidence of its effectiveness. (JDD)

This article discusses methodologies for differentiating instruction for gifted students in regular social studies classes including curriculum compacting, conceptual thematic units, questioning strategies, interest development centers, independent study, and mentorship. Recommendations comply with performance expectations of the National Council…

This guide addresses steps that must be taken at various administrative levels and at the course or program level in order to successfully implement P.L. 94-142 (see CE 024 664). The guidelines, called action steps, are organized and discussed in the following categories: central administrative action; area administrative action; building level…

Listed are 10 steps which must be taken in developing an individualized education program. Discussed are the advantages and disadvantages of developing an IEP, and the suggestion is made that some professionals consider the IEP to be a wave of the future for education in general. (KC)

Explores what educators can do to facilitate effective collaboration with aides who are providing one-to-one support for mainstreamed children with such disabilities as autism and pervasive developmental disability. Emphasis is on the importance of effective planning, careful identification of roles and skill areas, and supervision. (DB)

The implications of mainstreaming for the physical education teacher are examined. An overview of the legislation regarding programing handicapped students in physical education is presented. Major categories and descriptors necessary in drawing up an individualized education plan are outlined. Specific strategies and activities that can be…

This paper examines policy options in implementing least restrictive environment (LRE) requirements of federal legislation (Public Laws 99-457 and 94-142), and offers recommendations regarding the array of placement options that should be available in relation to preschool children with handicaps. First, the legal interpretation of LRE is analyzed…

Curriculum-based measurement (CBM) is described as an assessment system that can facilitate individualized instruction and accommodate student diversity. Topics addressed include: features of CBM, its use in special education, research that extends CBM to mainstream settings, and the combination of CBM and peer-mediated instruction. (SW)

The document contains the final report of the Special Programs for Individualized Needs (SPIN) program designed to develop a demonstration model for training day care personnel to identify developmentally delayed or emotionally disturbed children and to program for them within the regular day care setting. Major objectives were to develop…

This book offers guidelines for elementary school teachers for making adaptations in reading and mathematics instruction for students with mild disabilities in the general education classroom. Following an introductory chapter, Chapter 1 presents eight principles for materials adaption organized according to the acronym FLEXIBLE: F-feasible…