DOCUMENT RESUME

ED 127 745 EC 090 973

/UTHOR Peterson, Reece L.TITLE Mainstreaming: A Working Bibliography. Second

Edition.INSTITUTION Minnesota Univ., Minneapolis. Leadership Training

Inst./Special Education.PUB DATE Aug 76NOTE 35p.

EDRS PRICE MF-$0.83 HC-$2.06 Plus Postage.DESCRIPTORS *Bibliographies; Elementary Secondary Education;

Exceptional Child Education; *Handicapped Children;*Regular Class Placement

ABSTRACTPresented is a bibliography on mainstreaming of

handicapped children with over 500 citations. Entries are listed inalphabetical order by author and usually include such information astitle, source, publication date, and page numbers. Also provided isan index which lists authors included in the bibliography under thefollowing topics: administration, art, attitudes/behavior/socialacceptance/achievement, background/history/general, dated March 1976and later, dated 1968 and earlier, efficacy of placement, elementary,emotionally disturbed/behavior problems, hearing impaired,labels/labeling, learning disability, literature, mentally retarded,parents, physical education, physically handicapped, placement/classmanagement/individualized instruction, policy/laws/courts, preschool,project reports/models, resource rooms, secondary, social studies,speech handicapped, teacher associations/unions, trainable mentallyretarded, training systems/models, visually impaired, and vocational.(SB)

**********************************************************************Documents acquired by ERIC include many informal unpublished

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U S DEPARTMENT OF HEALTH.EDUCATION & WELFRENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVED CRON(THE PERSON OR ORGANIZATION DR:SIMATING :T POINTS OF VIEW OP OPINIONSSTATED DO NOT NECESSARILY REPRE-SENT OFFICIAL NATIONAL INSTITUTE OrEDUCATION POSITION OP POLICY

MAINSTREAMING:

A WORKING BIBLIOGRAPHY

REECE L. PETERSON

Leadership Training Institute/Special Education

253 Burton Hall

University of Minnesota

Minneapolis, Minnesota 55455

Second Edition

Augsut I, 1976

This bibliography is a working effort to assemble as many sources

and references related to mainstreaming as possible; it should not be

considered comprehensive or complete. Related but important topics

such as "individualizing instruction," etc., are not included generally.

Citations have not been evaluated; therefore, no implications of qual

ity should be drawn from inclusion herein.

The Second Edition of this Bibliography contains references

dated up to July 1, 1976.

Contents

Index ...1

Bibliography 5

3

1

INDEX FOR "A WORKING BIBLIOGRAPHY ON MAINSTREAMING"

Some (not all) of the references on this bibliography arepsted onthe following topical index. This index is provided only for con-venient access to the bibliography and is not comprehensive. Refer-ences were classified solely on the basis of clues contained in thetitles of the reference.

Administration

MelcherNazzaroPaynePrincipal'sSchultzTonnVergason

Art

AndersonFreund

Attitudes/behavior/social acceptance/achievement

BaldwinBowyerBrooks

BruininksCalhounCarrolCarvajalFlynnFolmanGampelGoldsteinGoodmanGottliebHarasymiwHaringIanoJohnston, W.JoaesKennedyMann, L.Mitchell(cont.)

Attitudes cont.

MonroeSchurrSheareShotelVan OsdolWarnerWarrenZawadzkiZeigler

Background/history/general

BalowBeeryBlumbergBradfieldBrownBudoffBurelloCasterChaffinChildsChristoplosCormanyCromwellDenoDunnFreinGallagherJordanKaufmanKraftLillyMartin, E.MilofskyRegerReynolds(cont)

4

BatAground cont.

ScrivenSmithTurneyWarfield

Dated March 1976and later

AbelsonAndlemanBakerBirch:ourtnageCraigDollarEdmondsFiskeGearheartGuralnickHechingerReddenRyorSpickerSpiessZieglerZufall

Dated 1968 andearlier

AshcroftBaldwinBillingsBuchananCarrollDunnGoldsteinHaring.(cont.)

1968 cont.

HewittJohnson, G.O.KirkPeterPorterSchurrShattuckSteigmanWarren

Efficacy ofplacement

CagelkaChildsGoldsteinHewittMann, L.MillerNelsonPolloway

Elementary

AckerAmerican Assoc.FudalaGlassKrugLinderZiegler

Emotionally disturbed/behaviorproblems

CawleyGraubardGullotaHewittMayerMosleyRhodes

SchultzVaccWasserman

Hearing impaired

Auble(cont.)

2

Hearing cont. Learning disability

BirchBitterBoschBowmanBowyerBrillBurroughsColemanConnerCraigCroftFallisFellendorfFrickHedgecockHehirIntegrationKennedyKindredLeckieMangenMartin, P.NoberNorthcottNortheastOwsleyRisterSalemStrattnerStucklessVernon

Labels/labelling

BalowGorelickGrahamGrossmanHobbsHughesJonesKirkMercerPadoverPollackPorter, G.President'sRegerSpogen

5

BersoffCawleyConsiliaFornessGriffithsRallahanMayerMurphyOrlandoOzerVogel

Literature

Spiess

Mentally retarded

BaldwinBelkinBirch

. BogdanBurtChinnClarkCruickshankFlynnFornessGadsonGumpelGoldsteinGoodmanGottliebGrossmanGuerinHammonsHoekIano

Johnson, G.O.KolstoeLevyMacmillanMeyersMonroePorter, R.B.RuckerSchurrTaylor'Van OsdolWatsonZawadzki

Parents

GorhamPuhekShepardStovall

Physical education

American AllianceGrosse

Physicallyhandicapped

BillingsBuchananDibnerEducational fac.Pell

RapierRichardson

Placement/classmanagement/individualizedirstruction

BishopCartwrightCawleyColemanEgnerFerraldGlavinGrosenickHaringJacksonJonesKirpLottLoveReilly

Policy/laws/courts

AbesonAndelmanBiklenBonhamBurt(cont.)

3

Policy cont.

Education amendmentsEducation for AllFiske

GilhoolJohnson, R.A.KirpReynoldsRossWeintraub

Preschool

AbelsonAmerican Assoc.BuchananChristophersonCohenGorelickGuralnickKleinMayerRafaelSpickerTaitWinkelstein

Project reports/models

AksamitAltfestBertnessBlomChaffinDenoDesignFadsFountainHandicapped andHandicapped child.ImhoffNoberSchwartzYates, J.Yearly Report

Resource rooms

AdelmanAffleck(cont.)

6

Resource rooms cont.

BauerBowmanGlavinHamillHellerHoekJenkinsMichiganO'brienRegerSabitinoSnappWalker

Secondary

BrownClarkEgnerFolmanHedgecockKindredRuckerSalemVogel

Social studies

Hallenbeck

Speech handicapped

DopheideFudala

Teacherassoc./unions

AshcroftBrentonNational Educ,PlanakisRyor

Trainable mentallyretarded

BrownZiegler

Trainingsystems/models

BakerBlackhurstCarlsonCartwrightCourtnageDollarGearheartGlassGrennerGuskinLillyMcKenzieMassachusettsNew EnglandOzerPeterPugmireRegerScarbroughShaneShawSpecial EducationThiagarajanYates, J.

Visually impaired

FreundJohnson, I.JonesO'brienSaltSkinnerTait

Vocational

FadsHehir

7

4

5

Abeson, A., et al. A primer on due process: Education decisions forhandicapped children. Exceptional Children, 1975, 42(2), 68-74.

Abelson, A.G. Measuring preschools' readiness to mainstream handi-capped children. Child Welfare, 1976(March), 55, 216-220.

Acker, F. Left handed scissors: The integration of disabled chtldreninto a primary school. Times Education Supplement (London), May 9,1975, 3128, 29.

Adamson, G. & VanEtten, G. Zero reject model revisited: A workablealternative. Exceptional Children, 1972, 38(9), 735-8.

Adelman, H.S. Learning problems and classroom instruction, 1973, ERICNo. ED/090/744.

Adelman, H.S. The resource concept: Bigger thin a room! Journal ofSpecial Education, 1972, 6(4), 361-7.

Affective instruments used f.n the evaluation of the "handicap ed chil-dren in the regular classroom." An ESEA Title III Project, ERICNo. ED/096/805.

Affleck, J.Q., Lehning, T.W., & Brow, K.D. Expanding the resourceconcept: The resource school. Exceptional Children, 1973, 39(6),446-453.

Aiello. B. (Ed.). Making it work: Practical ideas for integratingexceptional cN.ldren into regular classes. Reston, Va.: Councilfor Exceptional Children, January 1976.

Aksamit, D., Johnson, J., & Vasa, S. A vehicle for serving handicappedstudents in Nebraska. Lincoln, Neb.: Dept. of Education/TeachersCollege, University of Nebraska, 1976.

Altfest, M. (Ed.). Vocational education for students with s ecialneeds, A teacher's handbook. PROJECT TOMORROW. Fort Collins,Colo.: Dept. of Vocational Education, Colorado State University,(n.d.).

American Alliance for Health, Physical Education, and Recreation.

Integrating persons with handicapping conditions into regular phys-ical education and recreation programs. Washington, D.C.: Authors,1974.

American Association of Elementary-Kindergarten-Nursery Educators."Children with Special Needs." Educating children: Early andmiddle years. NM, 3-31. Washington, D.C.: Authors, 1201 16thSt., N.W., 20036, 1975.

Andelman, F. Mainstreaming in MassacLusetts under Law 766. Today'iEducation, 1976, 65(2), 20-22.

6

Anderson, F.E. Mainstreaming art as well a. children. Art Education,1975 (Dec.), 28, 26-27.

Anderson, R. Mainstreaming is the name for a new idea. School Manage-ment, 1973, 17(7), 28-30.

Ashcroft, S.C. rhe handicapped in the regular classroom. NEA Journal,1967, 56(8), 33-48.

Auble, L.F. Normalization can be a reality. Volta Review, 1972,74(9), 481-6.

Australian Journal of Mental Deficiency. Segregation: I The casefor; Sgregation: II The case against, 1972, 2(1).

Baker, C. The prenaration of regular ztlassroom teachers to work withstudents with special learning problems: A Preservice trainingpro ect. Greeley, Colo.: Dept. of Special Education and Rehabili-tation, Universtiy of Northern Colorado (80639), 1976.

Baldwin, W.K. The social position of the educable mentally retardedchild in the regular grades in the public schools. ExceptionalChildren, 1958 (Nov.), 106-112.

Zalow, B., & Reynolds, M.C. Categories and variables in specialeducation. Exceptional Children, 1972, 38(5), 357-366.

Bauer, H. Resource teacher; a teacher consultant; helping specialstudents integrated in the mainstream. Academic Therapy, 1975(Sept.), 10, 299-304.

Beery, K.E. Mainstreaming- A problem and an opportunity for generaleducation. Focus on Exceptional Children, 1974, 6(6), 1-2.

Beery, K. Models for mainstreaming. San Rafael, Calif.: Dimensions,1972.

Belkin, L. Miracles for the retarded. AV Guide: The Learning MediaMagazine, 1972, 51(9), 8-10, 18-19.

Berry, K. (Ed.). Models for mainstreaming. Sioux Falls, S. Dak.:ADAPT Press (808 West Ave, North, 57104), 1972.

Bersoff, D.specialcapped.

Bertness, HTacoma.cations.

N., Kabler, M., Fiseus, E., & Ankney, R. Effectiveness ofclass placement for children labeled neurologically handi-Journal of School Psychology, 1972, 10(2), 157-63.

.J. Progressive inclusion: The mainstream movement inIn M.C. Reynolds (Ed.), Mainstreaming, Origins and impli-Reston, Va.: Council for Exceptional Children, 1976.

Bessant, H.P. The mainstream in education. Education and Training ofthe Mentally Retarded, 1974, 9(2), 96-97.

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7

Biklen, D. Exclusion. Peabody Journal of Education, 1973, 50(3),226-34. .

Billings, H.K. An exploratory study of the attitudes of non-crippledchildren toward crippled children in three elementary schools.Jouroal of Experimental Education, 1963, 31, 381-387.

Birch, J.W. Hearin aired children in the mainstream. Reston, Va.:Council for Exceptional Children, 1975.

II

Birch, J.W. Mainstream education for Learing-impaired pupils: Issuesand interviews. American Annals of the Deaf, 1976, 121(April), 69-71.

Birch, J.W. Main;.treamin : Educable mentall retarded children inregular classes. Reston, Va.:1974. (ERIC No. ED/090/724)

Bishop, L. Individualizing educational systems: The elementary andsecondary school. New York: Harper & Row, 1971.

Counci1 for Exceptional Children,

Bitter, G.B., & Mears, E.G. Facilitating the integration of hearingimpaired children into regular public school classes. Volta Review,1973, 75(1), 13-22.

BlackEurst, et al. Approximating noncategorical teacher education.Exceptional Children, 1973, 40(5), 284-288.

Blackman, L.S. Research and the classroom: Mahomet and the mountainrevisited. Exceptional Children, 1972, 39(3), 181-191.

Blom, E.R. The Madison Plan as an alternative to special class place-ment: An interview with Frank Hewlett. Education and Training ofthe Mentally Retarded, 1971, 6(1), 29-42.

Blumberg, L. The case for integrated schooling. Exceptidnal Parent,1973, 3(4), 15-17.

Bobbitt, F. Mainstreaming disadvantaged and handicapped students.Agricultural Education Magazine, 1975 (May), 47, 250.

Bogdan, R., R Taylor, S. The judged, not the judges: An insider's viewof mental retardation. American Psychologist, 1976 (Jan.), 47-52.

Bonham, J. Public law 93-380: -A bill of.rights for the handicapped.Focus on Exceptional Chil&ren, 1974 (Sept.).

Bornstein, L., & Lowy, A. Mainstreaming atypical students within anorganizational framework. Research Bulletin, 1974, 19(3), 20-22.

Bosch, B. Letter to his former schoolmates. Volta Review, 1976,78(Jan.), 44-46.

Bowman, E. A resource room program for hearing impaired students.Volta Review, 1973, 75(4), 208-13.

1 0

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Bowyer, L.R., & GiIlies, J. The social and emotional adjustment of deafand partially deaf children. . British Journal of Educational Psychol-ogy, 1972, 42(3), 305-308.

Bradfield, R.H., et al. The special child in the regular classroom.Exceptional Children, 1973, 39(5), 384-90.

Brekke, B. How can teachers begin to meet the F;pecial needs of main-streamed children in the regular classroom7 Delta Kappa GammaBulletin, 1975 (Fall), 42, 49-51.

Brenton, M. Mainstreaming the handicapped. Today's Education, 1974,63(2), 20-25.

Brill, R.G. Mainstrearling: FormatDeaf, 1975 (Aug.), 120, 377-381.

or quality? American Annals of the

Brooks, B.L., & Brantford, L.A. Modification of teachers' attitudestoward exceptional children. Exceptional Children, 1971, 38(3),259-260.

Brown, A. Integration of trainable students in a regular high tchoolbuilding. Education and Training of the Mentally Retarded, 1976,11(1) 51-52.

Brown, M.S. Is mainstreaming fair to kids? Instructor, 1976 (Mar.),85, 38.

Bruininks, R.H., & Rynders, J.E. Alternatives to special class place-ment for educable mentally retarded children. In E.L. Meyen, G.A.Vergason, & R.J. Whelan (Eds.), Strategies for teaching exceptionalchildren. Denver: Love, 1972.

Bruininks, R.H., et al. Social acceptance of mildly retarded pupilsin resource rooms and regular classes. American Journal of MentalDeficiency, 1974, 78(4), 377-93.

Buchanan, R., & Mullins, J.B. Integration of a spina bifida child ina kindergarten for normal children. Young Children, 1968 (Sept.),339-344.

Budoff, M.classes.

Budoff, M.Journal

Comments on rovidin special education without special1971, ERIC No. ED/058/707.

Providing special education without special classes.of School Psychology, 1972, 10(2), 199-205.

Burello, L., et al. Special education as experimental education: Anew conceptualization. Exceptional Children, 1973, 40(1), 29-34.

Burroughs, J.R., & Powell, F.W. Can we systematically meet the needsof all deaf children? Peabody Journal of Education, 1974, 51(3),171-179.

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Burt, R.A. Judicial action to aid the retarded. In N. Hobbs (Ed.),Issues in the classification of children (Vol. II). San Francisco:Jossey-Bass, 1975.

Byrnes, M. Positive attitudes: A must for special prograus in publicschools. Teaching Exceptional Children, 1976 (winter), 8, 82-84.

Cagelka, W.J., & Tyler, J.L. The efficacy of special class placementfor the mentally retarded in proper perspective. The TrainingSchool Bulletin, 1970, 67(1), 33-68.

Calhoun, G. A comparison of regular and integrated special educationpupils in achievement, behavior, and self-esteem. Dissertation Ab-stracts International, 1974, 35(1), 93A-94A.

Cameron, S. Define a perfect pupil. Times Educational Supplement(London), 1974, 3070, 17.

Carlson, L.B. Training classroom teachers to provide in-class educationalservices for exceptional children in rural areas. Journal of SchoolPsychology, 1972, 10(2), 147-151.

Carpenter, R. Get everyone involved when you mainstream your children.Instructor, 1975 (Aug.), 85, 181-182.

Carroll, A.W. The effects of segregated and partially integrated schoolprograms on self concept and academic achievement of educable mentalretardates. Exceptional Children; 1967, 34(2), 93-99.

Cartwright, G.P., & Cartwright, C.A. Gilding the Lilly: Comments onthe training based model. Exceptional Children, 1972, 39(3), 321-324.

Cartwright, G.P., et al. Two decision models: Identification and diag-nostic teaching of handicapped children in the regular classroom.Psychology in the Schools, 1973, 10(1), 4-11.

Carvajal, A.L. Predictors of four criteria of self concept in educablementally retarded adolescents. Exceptional Children, 1972, 39(3),239.

Caster', J. What is "mainstreaming"? Exceptional Children, 1975, 42(3),174.

Cawley, J.F., Calder, D.R., Mann, P.H., McClung, R.M., Ramanauskas, S.,& Suiter, P. Mainstream: A program of analysis and achievement forchildren with learning disabilities and behavioral disorders.Wallingford, Conn.: Educational Sciences (P.O. Box 771), 1973.

Cawley, J., Korba, W.L., & Pappanikou, A.J. Special education place-ment: Issues and alternatives -- A decision making' module. Reston,Va.: Council for Exceptional Children, 1976.

10

Chaffin, J.D. Will the real "mainstreaming" program please stand up!(or...should Dunn have done it?) Fccus on Exceptional Children,Oct. 1974, 6(5), 1-17.

Chaffin, J., & Geer, F. The Pinckney Project: An innovative approachto mainstreaming exceptional children. Lawrence, Kan.: KansasState University, Dept. of Education, (n.d.).

Childs, R.E. Review of the research concerning mainstreaming. Journalfor Special Educators of the Mentally Retarded, 1975 (winter),11,106-112.

Chinn, P.C., Drew, C.J. & Logan, D.R. Mental retardation: A lifecycle approach. Saint Louis: C.V. Mosby, 1975.

Christopherson, J. The special child in the "regulai'preschool: Someadministrative notes. Childhood Education, 1972, 49(3), 138-140.

Christoplos, F., & Renz, P. A critical examination of special educa-tion programs. The Journal of Special Education. 1969, 3(4), 371-379.

Christoplos, F. Keeping exceptional children in regular classes.Exceptional Children, 1973, 39(7), 569-72.

Clark, G.M. Mainstreaming for the secondary educable mentally recarded:Is it defensible? Focus on Exceptional Children, 1975, 7(2) , 1.

Cohen, S. Integrating children with handicaps into early childhoodeducation programs. Children Today, 1975, 4(1), 15-17.

Coleman, P.G., et al. Mainstreaming system based on individual needs.Teaching Exceptional Children, 1975 (Fall), 7-9.

Coleman, P.G., et al. Seyerly hearing impaired child in the mainstream.Teaching Exceptional Children, 1975 (Fall), 8, 6-9.

Connor, L.E. Mainstreaming a special school: Lexington School for theDeaf, N.Y. Teaching Exceptional Children, 1976 (Winter), 8, 76-80.

Consilia, M. USA in the 70's--A look at the learning disabled child.Academic Therapy, 1974, 9(5), 301-08.

Cormany, R.B. Returning special education students to regular classes.Personnel and Guidance Journal, 1970, 48(8), 641-646.

Courtnage, L.,et al. Preparing competent teachers: A noncategoricalcompetency based teacher training model for special education.Focus on Exceptional Children, 1975, 7(2).

Craig, W.N., et al. Mainstreaming and partial integration of deafwith hearing students. American Annals of the Deaf, 1976 (April),121, 63-38.

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Craig, W.N., & Salem, J.M. Partial integration of deaf with otherhearing students: Residential school perspectives. AmericanAnnals of the Deaf, 1975 (Feb.), 120, 28-36.

Cranato, S., & Krone, E. Day care serving children with special needs.(HEW, Office of Child Development.) Washington, D.C.: GovernmentPrinting Office, No. 1791-0176, 1973.

Croft, J.C. A look at the future for a hearing impaired child oftoday. Volta Review, 1974, 76(2), 115-22.

Cromwell, R. Ethics, umbrage, and the ABCDs. In M.C. Reynolds (Ed.),Mainstreaming: Origins and Implications. Reston, VA.: Council forExceptional Children, 1976.

Cruickshank, W.M. The false hope of integration, Slaw Learning Child,1974, 21(2), 67-83.

Dailey, R.F. Dimensions and issues in "74: Tapping into the specialeducation grapevine. Exceptional Children, 1974, 40(7), 503-6.

Delp, H.A. Mainstreaming of the exceptional: In the future or now?The School Administrator, 1975 (Feb.), 18-19.

Deno, E. (Ed.). Instructional alternatives for exceptional children.Reston, Va.: Council for Exceptional Children, 1973.

Deno, E.N. Special education as development capital. ExceotionalChildren, 1970, 37(3), 229-237.

Desizn for a continuum of special education services. Interim report.1971, ERIC No. ED/072/604.

Dibner, S., & Dibner, A. Integration or segregation for the physicallyhandicapped child? Springfield, Ill.: C. Thomas, 1973.

Divoky, D. Mainstreaming. Moving special education out of the basement.Compact, 1976 (Feb.), 10, 2-5.

Dollar, B. Learning opportunities for teachers (L.O.F.T.). NewBrighton, Minn.: Accelerated Learning Systems (2873 16-A StreetN.W., 55112), 1976.

Dopheide, W.R. & Dalenger, J. Improving remedial speech and languageservices -.--rough clinician-teacher in-service interaction. Language,Speech, ar.,1 Hearing Services in Schools, 1975, 6, 196-205.

Doran, B. Into the mainstream. Nation's Schools and Colleges, 1975,2(3), 33-40.

Dunn, L.M. (Ed.). Exceptional children in the schools: Special educa-tion in transition (2nd ed.). New York: Holt, Rinehart, & Winston,1973.

14

Dunn, L.M. Special education for the mildly retarded--Is much of itjustifiable? Exceptional Children, 1968, 35(1), 5-22.

Edmonds, M. Accountability for all children in the regular classroom.Language Arts, 1976 (April), 52, 425-427.

Ecacational Facilities Laboratories. One out of ten: School Planningfor the handicapped. New York: Authors (477 Madison Ave., New York10022), 1974.

Education amendments of 1974, Public Law 93-380. 93rd U.S. Congress,1974.

Education of all handicapped children act of 1975, Public Law 94-142,94th U.S. Congress, November 29, 1975.

Egner, A. (Ed.). Individualizing junior and senior high school instruc-tion to Provide special education within regular classrooms. 1973,ERIC No. ED/095/688.

Elam, S. (Ed.). "Special issue on special education." Phi Delta Kappan,1974 (April), 55, 513-60. (Bloomington, Ind.: Phi Delta Kappa,8th & Union, Bloomington 47401.)

Fads, F.L., & Gill, D.H. Prescriptive teaching for handicapped students:Vocational education awareness program, Georgia. American VocationalJournal, 1975 (Nov.), 50, 52-56.

Fallis, J.R. Key to integrated 1earnin6 for children who are hearingimpaired. Volta Review, 1975 (Sept.), 77, 317-328.

Farrald, R.R., & Schamber, R.G. A diagnostic and prescriptive tech-nique: Handbook 1: A mainstream approach to identification, assess-ment and amelioration of learning disabilities. Sioux Falls, S.D.:ADAPT Press, 1973.

Fellendorf, G.W. Hearing impaired graduates of regular schools. VoltaReview, 1973, 75(4), 232-55.

Fiske, E.B. Special education is now a matter of civil rights. TheNew York Times, April 25, 1976.

Flynn, T.M. The effect of a parttime special education program on theadjustment of EMR student. Exceptional Children, 1970 (May), 680-681.

Flynn, T.M. Regular-clasp adjustment of EMR students attending a part-time special education program. Journal of Special Education, 1974,8(2), 167-73.

Folman, R., & Budoff, M. Attitudes toward school of special andregular class adolescents. Studies in learning potential, 2(32),1972. (ERIC No. ED/085/971.)

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Folmaa, R., & Budoff, M. Social interests and activities of specialand regular class adolescents aad compared by learning potentialstatus, 2(36), 1972. (ERIC No. ED/062/752.)

Forness, S .R. Implications of recent trends in educational labeling.Journal of Learning Disabilities, 1974, 2(7), 57-61.

Forness, Ssystem.

.R. The mildly retarded as casualties of the educationalJournal of School Ps)chology, 1972, 10(2), 117, 124.

Fountain Valley School District No. 1. Children without labels.E.S.E.A. Title III, Project 1232. Fountain Valley, Calif.:Author, (Lighthouse Lane), (n.d.).

Frain, J., & VanderMeer, A.W. Network for alternatives in undergrad-uate teacher education (NAUTE) essay on mainstreaming, 1975-1975.University of North Dakota, 1975. (mimeo)

Freund, C. Teaching art to the blind child integrated with sightedchildren. The New Outlook for the Blind, 1969, 63(7), 205-210.

Frick, E. Adjusting to integration: Some difficulties hearing impairedchildren have in public schools. Volta Review, 1973, 75(1), 36-46.

Fudala, J.B. Applied awareness: Speech improvement in an elementaryclassroom. Teaching Excepti,-nal Children, 1973, 5(4), 190-4.(ERIC No. ED/081/366)

Gadson, R.D. Queries from the classroom: Should special classes forthe educable mentally retarded be disbanded? The Pointer, 1973,17(3), 166-67.

Gallagher, J.J. Phenomonal growth and new problems Characterizespecial ecucation. Phi Delta Kalman, 1974, 55(8), 516, 518.

Gallagher, J.J. The special education contract for mildly handicappedchildren. Exceptional Children, 1972 (March), 527-535.

Gallaway, C.M. (Ed.). "Special Education." Theory Into Practice 14:59-145; April 1975. ColuMbus: College of Education, The OhioState University (149 Arps Hall, 1945 N. High St., Columbus 43210).

Gampel, D.H., et al. Comparison of classroom behavior of special-classEHR, integrated EHR, low IQ, and nonretarded children. AmericanJournal of Mental Deficiency, 1974, 79(1) 16-21.

Gampel, D.H., et al. An observational study of segregated and inte-grated EMR children and their nonretarded peers: Can we tell thedifferences by looking? 1972, ERIC No. ED/062/747.

Gearhart, B., & Weishahn, M. The handicapped child in the regularclassroom. St. Louis: C.V. Mosby, 1976.

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Gickling, E.E., & Theobald, J.T. Mainstreaming: Affect or effect?Journal of,Special Education, 1975 (Fall), 9, 317-328.

Gilhool, T.K. Changing public policies: Roots and forces. In M.C.Reynolds (Ed.), Mainstreaming: Origins and implications. Reston,Va.: Council for Exceptional Children, 1976.

Gjessing, H.J. Integration of the handicapped: What demands will bemade? Slow Learning Child, 1972, 19(1), 28-39.

Glass, R.M., & Meckler, R.S. Preparing elementary teachers to instiuctmildly handicapped children in regular classrooms: A summer work-shop. Exceptional Children, 1972, 39(2), 152-156.

Glavin, J.P. Behavioral strategies for classroom management.Columbus, O.: Charles E. Merrill, 1974.

Glavin, J.P. Follow up behavioral research in resource rooms. Excep-tional Children, 1973, 40(3), 211-13.

Glocker, M. Integrating handicapped children into regular classroms(with abstract bibliography). 1973, ERIC No. ED/081/500).

Goldbert, & Lippman, L. Plato had a word for it. ExceptionalChildren, 1974, 41(6), 325-334.

Goldman, N. Mainstreaming: Some hard questions. Trenton: Divisionof Instruction, New Jersey Education Association (180 W. State St.,Trenton 08608), 1974.

Goldstein, H., Moss, J:1; & Jordan, L. The efficacy of special classtraining on the development of mentally retarded children. Cooper-ative research Project No. 619, July 1, 1959 to November 30, 1964,Champaign, Ill.: Institute for Research on Exceptional Children,University of Illinois, 1964.

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