This resource outlines case studies for providing specially designed instruction (SDI) and related services across school reopening models, including considerations for identifying settings and least restrictive environment (LRE). The case studies examples include elementary, middle school and behavior, secondary transition, and preschool. There…

Presents some ideas and methods for providing a learning environment for students with hearing loss, as well as some background information on mainstreaming handicapped students into regular classrooms. To help teachers in implementing the provisions of the Education for All Handicapped Children Act (P.L. 94-142), the author includes a list of…

Ten mainstreamed learning disabled high school students received treatment with an informal assessment and an educational plan. Analysis of pre and post tests (Peabody Individual Achievement Test, Revised Piers-Harris Self-Concept Scale, and Teacher Perception Survey) indicated that Ss performed better on achievement tests, were enrolled in more…

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 paper reports on a program for mainstreaming acoustically handicapped high school students. Among aspects discussed are criteria for success in mainstreamed programs, itinerant speech therapy services, individualized education programs, and support staff (counselors) roles and functions. The scope of orientation sessions for regular class…

Discusses work-education programs for special needs students, individualized education programs for handicapped learners, teacher-coordinator skills, and different types of work-education programs for special needs students as part of the regular related class. (MF)

The 3 year study investigated four New York programs in which junior and senior high school students enrolled in schools for the deaf were mainstreamed into occupational education courses at neighboring education centers. Data were collected on philosophical views toward career education, information and decision making functions, individual…

The Illinois Network of Exemplary Occupational Education Programs for Handicapped and Disadvantaged Students developed demonstration programs for the handicapped at six high schools, two vocational centers, and one community college. The Network was designed to demonstrate those practices which resulted in the provision of effective services to…

The panel presentation traces the development of and describes the operation of a Brentwood (California) project to prepare approximately 75 severely disabled individuals, ages 12-22, to function in the least restrictive recreation/leisure, vocational, and general community environments. Transition Steering Committee developed such project…

This summary of concerns about the development, implementation, and review of Individualized Education Programs (IEP) for handicapped vocational education students highlights the need for increased communication among participants and the need for establishing procedures for IEP design. (SK)

To maintain "marginality" when attempting to implement PL 142 (the Education for All Handicapped Children Act), a principal must understand the demands, goals, needs, and motivations of all concerned. Mainstreaming and other special education decisions made by principals need to be guided by situational ethics. Includes five references.…

Calls for a team approach to meeting the vocational needs of handicapped learners. Emphasizes the need for a multi-disciplinary approach to vocational programing. Specifies the competencies necessary to facilitate a team effort and provides an example of a cooperative approach to the individualized education programs. (Editor/CT)

An alternative educational program, ADVANCE (Alternative Design for Vocational and Necessary Cognitive Education), was developed for emotionally disturbed secondary school students in New Jersey. To develop and modify social behaviors needed to complete academic and vocational training to facilitate a return to the mainstream of secondary…

A survey of 50 vocational and industrial education teachers revealed that most had taught handicapped students and felt a need for a required undergraduate course in vocational education of handicapped students. Their training priorities included (1) vocational assessment, (2) helping organizations, (3) laboratory adaptation, and (4) policies and…

Describes a proposed program model which provides a framework for an inservice program to help industrial arts teachers meet the needs of handicapped students, as well as procedures and policies for dealing with special-needs students in a district. (CT)