A half-day structured learning program for high school students unable to function adequately in mainstream settings is described. Key ingredients include a weekly student-staff meeting, goal setting and goal checking, behavioral checklists, group counseling in the form of a Human Relations course, and academic modifications. (JW)

Described is an interdisciplinary mainstreaming program for individualizing instruction for secondary learning disabled students, utilizing resource facilities in grades 7-9 in eight separate centers throughout Franklin County, Missouri. Aspects of this program--such as the developmental and by-pass strategies of instruction employed to help…

This study compared Individualized Education Programs (IEPs) for 108 elementary grade students with mild disabilities in either resource or inclusive settings. IEPs for resource students had more service minutes, more long-range goals, used more information sources, indicated better correspondence between IEP components and student ability level,…

A review of the literature concerning desirable management practices associated with three secondary resource room models serving mildly handicapped students (teacher-consultant, pull-out, and study period) is followed by reported results of a survey of 80 secondary educators in British Columbia, who preferred the study period model. (JW)

The looseleaf binder reports on the Educational Resource Centers (ERC) model program in Jackson County, Oregon, which fosters the mainstreaming of mildly handicapped elementary and secondary students (including learning disabled, educable mentally handicapped, emotionally disturbed, and physically handicapped). The ERC provides academic and social…

Presented for regular classroom teachers, resource room teachers, and teacher consultants is a handbook of strategies and techniques for mainstreaming educable mentally impaired, emotionally impaired, and learning disabled students into regular classrooms. Twelve chapters cover the following topics: resource room models, personnel, staff…

This case study describes the educational history and current program of Mike, a mainstreamed sixth-grader with deaf-blindness. It addresses the boy's successes and the ongoing challenges faced by his family, his educational team, and his peers. Background information notes his diagnosis of total blindness and moderate to severe hearing loss, his…