A pilot program using hearing impaired adults as teacher aides in regular class settings was rated highly by cooperating teachers, children, parents, and administrators. This "mainstreaming" approach has expanded to include deaf student teachers. (CL)

This case study focuses on a deaf education program for elementary students. Four deaf classes categorized as Kindergarten, Primary I (paralleling first grade), Primary II (second and third grades), and Elementary (fourth, fifth, and sixth grades) are described, and one student from each of the classes is focused upon to illustrate the program's…

Described is a 10-step model of services for emotionally impaired elementary students which uses mainstreaming techniques and includes consultation, followup, parental involvement, team coordination, innovative programing, and coordination within the school district and community agencies. The model, which is in full compliance with P. L. 92-142…

Two teachers, one of normal fifth graders and one of hearing impaired children, describe a combined project in which six hearing impaired students successfully participated in the regular class social studies lessons. (CL)

The article describes a program developed in 1972 in Montgomery County, Maryland to provide daily resource remediation to elementary school aged children with language handicaps. (CL)

Described is the mainstreaming program at the College Learning Laboratory (at the State University College at Buffalo, New York) to further the temporal, social, and instructional integration of elementary grade mentally handicapped children with normal peers. Discussed are these three components of mainstreaming, requirements for successful…

The authors describe a process, a social integration program, for promoting social development of autistic children which brings normal peers (second and third graders) to the special setting. Steps for planning the play session are given and guidelines for play session structure are offered. (SBH)

An exchange program for five hearing impaired children (grade 5) from the Rhode Island School for the Deaf and 23 Henry Barnard School children (grade 4) took place during the 1978-79 school year. (SBH)

Project PERMIT (Physical Education Resources for Mainstreaming and Inservice Training) uses peer teaching to increase the amount of individual attention of handicapped children in an elementary regular physical education class. (DB)

Described is the integration program developed at the Oralingua School for the Hearing Impaired (Whittier, California) which focuses on continual preparation of the classroom teacher and administration. (Author/LS)

The paper focuses on the integration of 36 moderately and severely retarded children (3 to 16 years old) from a private self-contained special school to a public elementary school. Addressed are the participants and procedures, settings, preparation for integration, and the integration experience. Noted among the implications of the integration…

The article defines the characteristics of a learning disabled reader and provides brief summaries of eight special education reading programs (such as the Fernald Method and the Distar Program). (PHR)

The paper describes an inner city elementary program for mainstreaming seriously emotionally disturbed (SED) students. It is suggested that the program, despite sharing the building with nonhandicapped students, is really physically segregated, and that rigid use of the Distar curriculum does not prepare the student for later creative problem…

This program describes a program at one Minnesota elementary school that works to optimally include 32 students with emotional and behavioral disorders. The three special classes involve increasing amounts of time spent in mainstream settings with decreasing amounts of additional support. Key program characteristics include philosophy, goals,…

An instructional and mainstreaming model for programming severely learning disabled (LD) elementary students is described, in which students receive instruction for one half of the school day in an LD classroom and are successfully mainstreamed in general education for the remaining part of the day is described. It is explained that components of…