The author describes a resource room program to help junior-senior educable mentally retarded students in a modified open classroom designed to facilitate learner involvement on an individualized basis and to emphasize affective growth. (SBH)

The article explores grading options for the teacher to consider when evaluating students who are receiving specialized education and participating in the mainstream of regular education. (DB)

Approaches to enhance the integration of severely handicapped students into community activities should be based on specific goals and objectives specified in the Individualized Education Program. Procedures for carrying out a community integration placement begin with assessment of community resources and progress to advertising the program and…

A model for mainstreaming handicapped students into special subject programs progresses from the formative stage (including student identification and teacher consultation) to the process stage (including joint writing of the individualized education program), to the summative stage (where student progress is monitored and feedback given to…

This article presents a four-step strategy for developing Individualized Education Programs (IEPs) for severely disabled learners based on principles of age-appropriate participation in regular classes and special education and related services provided in the regular school environment. Stressed are integration, individualization, teamwork,…