The article offers a classroom management technique, PASSWORD, that facilitates the smooth transition of handicapped students from the resource room to the regular class. Students are each asked a "code question," usually a review question, the answer to which is the password for leaving the resource room. (DB)

The purposes of elementary school career education for mildly handicapped students, and specific learning activities and materials, are discussed. Elementary level career education components are identified as the development of social skills, self-understanding, communication and computation abilities, and the exploration of a variety of careers.…

Described are five ways to coordinate resource room and regular education programs: (1) consultation services, (2) collaborative teaching/co-teaching, (3) structured recess program, (4) work completion groups, (5) and daily check-outs for contract monitoring. (DB)

Suggestions for implementing cooperative learning strategies with mildly handicapped students in mainstreamed, resource room, and self-contained classroom settings are given. Guidelines are presented for: selecting a format for cooperative learning; establishing working guidelines; forming groups; arranging the classroom; developing cooperative…

The article offers guidelines for using the regular education mathematics curriculum for students with mild disabilities. Approaches geared toward mildly handicapped adolescents include the parallel alternate curriculum, the resource room model, and the strategies intervention model. Specific teaching suggestions are also recommended as are…

A strategy is presented for helping to reorient students returning to the regular class from pull-out special services. A planning sheet is provided to help teachers correlate environmental characteristics with problem student characteristics and then select specific strategies. A table lists reentry problems and suggested strategies. (DB)