Equivalent forms of a questionnaire were administered to elementary classroom and resource room teachers. The questionnaires were designed to elicit teachers' attitudes and perceptions as to the effectiveness and appropriateness of mainstreaming, regular classroom teachers' level of skill competency, assistance from the resource room, and communication between the resource room and regular classroom teachers. Results indicated that resource and regular teachers evidenced differential perceptions as to all factors investigated. Educational implications of the findings were discussed and specific recommendations were proposed.Recent litigation and legislation at the state and national level require that handicapped students receive a free education commensurate with their needs, and, where appropriate, be educated with their nonhandicapped peers. Such goals necessitate that the majority of students presently labeled handicapped receive their education within the mainstream of the regular school program. Because these children exhibit a diverse and unique range of problems, their education and remediation require the combined resources and energies of both special and regular educators. Consequently, if the mainstreaming effort is to be facilitated, educational personnel must work together harmoniously.Although few have questioned the philosophical and humanitarian goals underlying integration, empirical evidence directly supporting the mainstreaming rationale is not substantial (Keogh & Levitt, 1976). Despite this fact, and because of the legislative pressure of PL 94-142 and recent court decisions, mainstreaming programs have mushroomed in schools across the nation. Unfortunately, the quality of many of these programs is unknown. It would be naive to assume that legislative action and legal decisions will insure the development and implementation of appropriate mainstreaming programs.The success of integration is, in part, contingent upon the attitudes of the individuals directly or indirectly involved. Of primary importance is the willingness of regular and special educators to accomodate the mainstreaming principle. In a recent study, Hudson, Graham, and Warner (1979) found that regular classroom teachers were not supportive of the mainstreaming concept. Teachers believed that they did not have the time, support services, or necessary training to effectively teach handicapped learners in their classroom. Class size, inaccessibility of materials, time restraints, and the unavailability of immediate and long-term support services were related to unfavorable attitudes.One aspect of the Hudson, et al. (1979) study that bears further investigation involves the unavailability of immediate and long-term support services. If adequate support services are insufficient or not available, the likelihood of providing a mainstreamed handicapped learner with an appropriate education is greatly diminished. Furthermore, Based in part on a Master's Thesis completed at the University of Kansas by Judy Lockwood. 128

Little information is available on the use of the Battelle Developmental Inventory (BDI) with children under 30 months of age who have identified handicaps. In this study, the BDI, Bayley Scales, and Vineland Scales of Adaptive Behavior—Survey Form were administered to 40 children. Results indicated high concurrent validity, interrater reliability, and internal consistency for the BDI. The use of the BDI with this population is discussed.

Bannatyne's recategorization of WISC-R scores was applied to 97 juveniles who had been adjudicated by the juvenile court system to a diagnostic and evaluation unit in Eastern Alabama. Mean ranks werre analyzed using the Friedman test for repeated-measures analysis of variance. The total sample exhibited a significant mean rank pattern of scores in the following descending order: Spatial, Conceptual, Sequential, and Acquired Knowledge. Subgroup patterns varied for those youths with IQs 90 and above (Conceptual, Spatial, Sequential, and Acquired Knowledge) and IQs below 90 (Spatial, Sequential, Conceptual, and Acquired Knowledge). Pairwise comparisons using the Scheffé procedure indicated significant differences between the Spatial score and Acquired Knowledge score for the total group and those youths with IQs below 90. The study extended the application of recategorized scores for adjudicated youth suggested by Bannatyne (1968, 1971, 1974). This investigation affirms the need for further studies of the differential effect of IQ on the patterns of WISC-R scaled scores.

Thirty pung childmn with handicaps were assessed using a series of five self-recognition mirm tasks developed by Bettentha1 and Fischer (1978a, 1978b). The task data were submitted to a Guttman Scalogram. Generalh the set o f items did form a mproducibh? scale, indicating these tasks are an a w p f i a t e measure of se#-mognitim in young children with handicaps. Howaec some general differences m nded between task performance by this sample and those reported by the authors for nonhandicapped p n g chddren, particular4 results obtained on task 1 (tactual exploration of the mirror). A partial correlation technique, controlling for chronological age, indicated that stage of self-recognition is posi?imly and significantly related to cognitiw? development or mental age. Fbssible explanations for the &sen& drikrences are presented, abng with recommendations for future research.