The paper is designed to help managers of mainstreamed programs set up intensive staff training courses on mainstreaming. A brief analytic survey of the literature is followed by a discussion of practical applications of mainstreaming (including philosophy, curriculum, support services, and evaluation). The remainder of the paper reviews…

The Project ACCESS (Adapting Curriculum Content for Exceptional Secondary Students) resource guide is designed to help regular classroom teachers provide successful experiences to mildly handicapped mainstreamed students through the adaptation of the curriculum. The concerns-based approach, which was used successfully by Project ACCESS, focuses on…

This dissertation summary discusses a study to determine the instructional competencies required by teachers of mainstreaming educational programs for handicapped secondary students. It also sought to establish the preferred staff development strategies and to identify the appropriate educators to conduct the retraining activities. Questionnaires…

The manual is intended to facilitate the initiation of service delivery programs for learning disabled (LD) students in the university mainstream. The first chapter addresses the development of a comprehensive diagnostic and academic support service program; sections detail program initiation activities, assessment, and intervention. The second…

The concept of coaching can be operationalized to support the growth, change, and commitment of staff, families, and children participating in integrated preschool intervention programs. Coaching is a strategy for facilitating accomplishment; it is a process whereby a coach and a player work together with the intention of realizing a player's…

The purpose of this module is to synthesize technical information on federal mandates on education for the handicapped and to present the information in a format that can be adapted for use with teachers, administrators, school board members, or parents. Activities for use in workshop settings are designed to: (1) increase knowledge and…

For inclusion of students with disabilities to work successfully in schools, a sense of community among faculty and students, a shared mission, and the ability to successfully collaborate with others are essential. Activities to promote collegial relationships among faculty should be a part of each inclusion team's plan for implementing inclusion…

This document contains 12 case studies to be used for reference with the 9 modules in this resource pack designed to help trainers and postsecondary and continuing education staff meet the needs of special needs students in Great Britain. Each case study is about a single special needs learner and contains general, educational, social, and…

Intended primarily for regular education teachers, the book discusses the education of mainstreamed children with emotional, learning, and behavior problems. The first section addresses some of the critical issues that have to be taken into account in designing services for such children, including determining goals, defining the population, and…

This manual presents a model, currently implemented in Oakland, California, for designing and carrying out a program to provide special services to students with special needs within general education classrooms in Catholic elementary schools. It notes that no formalized support system currently exists within Catholic schools for students with…

These recommendations concerning the integration of students with and without disabilities in public schools begin with an operational definition of integration and a list of general parameters guiding successful integration. Recommendations are then offered in several areas, including: (1) training, which should be systematic, comprehensive,…

Inclusion is the practice of educating children who have disabilities in classes together with their peers who do not have disabilities. This packet on "least intervention" contains resource materials that help ensure appropriate inclusion. The first section of this packet contains discussions of appropriate inclusion and a description of the…

The handbook discusses administrative strategies found successful in fostering the integration of mildly handicapped students in five states' school systems (California, Kansas, Massachusets, Minnesota, and Texas). In "Administrative Systems for Service Delivery," T. Oliver describes approaches to streamline referral to placement…

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 document presents the Oregon state guidelines for provision of educational interpreting services for students who are deaf. An introduction defines an educational interpreter and considers how to determine the need for an educational interpreter and the student-interpreter relationship. The next section details the roles and responsibilities…