The purpose of this study is to identify the requirements for the success of the integration program and to find out the causes of success and to provide optimal services for the students with disabilities in regular schools. The study attempts to answer the following questions: (1) What are the most important requirements of the success of the…

Intensive observation of the helping interactions of 40 children in the third through fifth grades of five Pittsburgh, Pennsylvania area schools was conducted for the purpose of assessing the impact of familiarity on the success of children's help-seeking from peers. The amount of visual regard that children received from peers was also assessed.…

Seven articles in the special issue on local school mainstreaming discuss such strategies as involving regular teachers in individualized educational program meetings, encouraging teachers to plan inservice, and promoting student responsibility in resource rooms. For related material, see EC 133 673. (CL)

This study compared the differential effects of in-class and pull-out service delivery models on attitudes of students (n=194) in grades four through six toward students with disabilities. Results revealed that students from classrooms where services were being delivered through in-class service delivery models had more positive attitudes.…

The social outcomes of two mainstreaming programs were compared for 24 first through third grade handicapped children. Ss were randomly assigned to one of two placements: a traditional resource room or an adaptive educational program. Placement differed in the amount of time students spent in an integrated setting, the instructional practices, and…