The study evaluated effects of integrated special education preschool programs, relative to comparable groups of children in nonintegrated special education preschools, across a broad assessment battery. Children in both types of programs made significant gains across the year, while Ss in integrated classes scored significantly higher only on a…

When students are struggling to be successful in the general classroom, collaborative efforts should include planning for academic and social needs. Students with disabilities may display significant social difficulties such as establishing friendships or feelings of isolation and loneliness. Because peer relationships in childhood play a…

The article critiques the current research base concerning the influence of mainstreaming on the social emotional competence of mildly handicapped children and describes a proposed study emphasizing longitudinal analysis, assessment in multiple environments, and the use of multitrait-multimethod methodologies. (Author/DB)

Normally developing and mildly developmentally delayed preschool-age boys were brought together to form playgroups. Videotapes of the groups and peer sociometric ratings indicated that delayed children had a deficit in peer-related social interactions and were seen as less competent and of lower social status by peers. (PCB)

The social, emotional, and physical benefits of physical education activities for mainstreamed students with special needs are discussed. Success or failure in physical activity is a sensitive issue which affects attitude. The mainstreamed child must gain a sense of belonging without experiencing failure. Suggestions for structuring a program are…

Three physical education specialists rated matched pairs of mildly handicapped and nonhandicapped primary children on expected physical performance, social relations, cooperative behavior, and ability to reason during physical education. All three had significantly lower expectations for the handicapped students' peer relations. Differences on the…

Many pupils with mild handicaps are failing to succeed in mainstream placements because of their poor social skills. Social skills training is increasingly part of the special education curriculum for these pupils. This article examines issues and strategies regarding the generalization and maintenance of social skills in mainstream settings. (JDD)

The study examined the relationship between student and teacher ratings of the interpersonal relations skills of 165 special needs students enrolled in mainstreamed secondary level vocational programs. The correlations between the student self-ratings and teacher ratings suggest there is little agreement about students' actual skill levels. (DB)

Elementary school children (n=336) were assessed on their self-efficacy beliefs. Mainstreamed mildly handicapped students reported lower academic and social self-efficacy than their nonhandicapped and gifted peers. No differences in academic self-efficacy were reported between gifted and nonhandicapped students; however, gifted students reported…

Examined classroom social integration of elementary students with mild disabilities. Used questionnaires to assess peer group membership, peer-assessed behavioral characteristics, and associates' peer-assessed behavioral characteristics. Found that most belonged to peer groups. However, they were overrepresented as social isolates; differed from…

The 2-part student workbook for mainstreamed learning and mentally disabled high school students contains 12 units intended to provide supplementary instruction in the Contemporary Parenting Choices Curriculum in the home economics class. This unit, the second in the Relationships part of the workbook, focuses on understanding others and includes…

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 study examined the efficacy of systematic team placement and individualized educational plans (IEPs) on enhancing the social integration of 200 educable mentally retarded and learning/behaviorally disturbed children into regular elementary classrooms. (Author)

The 2-part student workbook for mainstreamed learning and mentally disabled high school students contains 12 units intended to provide supplementary instruction in the Contemporary Parenting Choices Curriculum in the home economics class. This unit, the fifth in the Child Care part of the workbook, focuses on understanding the work world and…

Teachers in rural areas are finding that more and more special needs children are being included in their K-12 classrooms to comply with the mandate for a free and appropriate public education even in isolated small school systems. For students with mild intellectual disabilities (MID) this placement is meant to accomplish both the academic and…