The Maine Educational Center for the Deaf and Hard of Hearing's (MECDHH's) "POINT" (Providing Opportunities for Integrating New Technologies) project is implementing a telepractice, distance learning collaborative in Maine with eight hub sites and 18 end points using Tandberg videoconferencing technology. This network is planned to be a…

Inclusion is a federal and state mandate, making it critical that early childhood teachers have adequate preparation in their preservice program for serving young children with disabilities. One of the challenges states face in increasing the availability of high-quality inclusive programs is ensuring adequate numbers of confident, competent…

The author considers the implications of minimum competency requirements for handicapped students, teachers of the handicapped, and mainstreaming. (SBH)

Wisconsin educational services for visually-impaired students include the Wisconsin School for the Visually Handicapped, the Educational Services Center for the Visually Impaired, and the Instructional Resource Center. (CB)

Questionnaires completed by 51 state administrators of exceptional students indicated few programs being planned or in existence to compensate regular class teachers for additional responsibilities in mainstreaming. A chart depicts state responses in terms of additional pay, compensatory time, lower pupil-teacher ratio, lower adult-student ratio.…

A study examined data from annual reports to Congress regarding placement practices for students with learning disabilities over the past six years. Results found that students with learning disabilities are being educated in increasingly less restrictive settings, although placement practices differ considerably from state to state. (Author/CR)

Training of interdisciplinary teams to serve the mainstreamed special student was the focus of the California Child Service Demonstration Center System (CSDC). (SBH)

Topics discussed here include definitions of exceptional persons; the rationale of mainstreaming; racial discrimination in special education placement; law, policy, and court litigation; federal and state legislation and state plan requirements; funding special education; and regional resource centers. (DS)

The statewide (Oregon) survey of special education administrators, high school special education teachers, and parents of mildly disabled high school students investigated four areas of special education services: focus/content, discrepancies between availability and utilization, barriers to mainstreaming, and conditions required for improvement.…

The purpose of the Illinois Technical Assistance and Dissemination Network is to provide technical assistance and resources to local school districts for the improvement of vocational education for special needs students. It includes an educational model designed to prevent the long-term personal and economic problems associated with youth…

The article compares the trends in special education in Oklahoma to that of the nation at large especially in the areas of numbers of students with learning disabilities, mainstreaming, least restrictive environment, community integration, transition, and early intervention. (DB)

Examines nationally collected data on the placement rates of students with disabilities across the 50 states and the District of Columbia. Results indicate that some states have made significant progress toward serving students with disabilities in less restrictive settings, whereas others have made very little progress. (CR)

Excerpts are printed from the "Tenth Annual Report to Congress on the Implementation of The Education of the Handicapped Act." Described are legislative goals, number of students served, emphasis on the least restrictive environment, assistance for state/local agencies in educating handicapped children, employment of the disabled, and…

The activities described include production and/or procurement of special media textbooks (tape, large print, and braille) and specialized equipment, as well as the administrative service function. (Author)

A program of curriculum revision at the state level is described including objectives such as increasing awareness of all students regarding disabilities and revising instructional methods to meet the needs of students with disabilities in regular settings. Coordination, training efforts, and expected results are considered. (PB)