Mainstreaming is taking the disadvantaged or handicapped into regular programs and developing an instructional system that will meet their needs. (Author)

The article discusses the results of a study of the degree of individualized instruction available in five categories: student pacing, pretesting, remedial materials, optional units, and personalized instruction. (BP)

Students in grades four through six chose the mathematics "miniunits" on which they worked in order to achieve objectives; within each unit they chose activities to complete. Student attitudes and achievement were both high. (SD)

The level of assigned reading in textbooks is compared with the measured reading ability of pupils in the elementary grades 1-5. Results identify problem areas in the implementation of individualized instruction. (CS)

The use of cassette tapes and learning stations allowed a group of youngsters, ranging in age from 7-11, whose reading levels ranged from preprimer to over sixth grade, to advance individually and at their own pace. Preliminary exercises are described as well as the topics on each of six tapes used. (EB)

Describes a program for teaching science, in inner city Chicago, organized around modules or minicourses geared to nonacademic students. The individualized instruction of this alternative approach helped overcome student absenteeism as well as achievement level differences. (BR)

Describes an individualized multi-activity, lab-oriented science course designed for the junior high that remedies the problem of equipment and material shortage as well as providing maximum student and teacher involvement. (BR)

Briefly describes the Individualized Science Instructional System (ISIS) originating from Florida State University, with support from the National Science Foundation, with emphasis on the design and development of the minicourses involved in the project. (PEB)

Important conceptual and practical problems are involved in specifying the conditions under which individuals or groups are likely to experience a sense of crowding. An ecological/environmental perspective can help educators determine humane space utilization. (Author/DW)

Programs in agribusiness education should no longer be limited to the resources of the home farm. Agriculture teachers must capitalize on the total agricultural resources of the community, develop skill in managing these resources; and meet the diverse training needs of students through individualized instruction. (MW)

The individual typing teacher in the large urban high school can develop a program within the classroom to lessen the disinterest, resentment, and frustrations that lead to failure by: (1) determining objectives, (2) subdividing course content; (3) determining evaluation procedures, and (4) determining classroom management procedures. (MW)

Techniques for teaching handwriting to left-handed students are discussed. (JH)