This paper begins with an exploration of the history of the international Education for All (EFA) programme and its tendency to overlook some marginalised groups of children, in particular those seen as having "special educational needs" or impairments and disabilities. The exclusion from "mainstream" education programmes of the estimated, though…

To work productively with all students, teachers need to examine four major determinants of human learning: neural equipment; learning history; learning strategies, such as imaging, paraphrasing, summarizing, and generating examples; and quality of teaching. (JDD)

Discussion of applying strategies of cooperative learning offers five principles and reflections of one teacher. The principles are: (1) teach what you preach; (2) accountability counts; (3) mediation versus aggravation; (4) publish or perish; and (5) create or satiate. Suggestions for evaluation include encouraging student feedback and moving…

This introduction to three papers on effective instruction of students with disabilities provides a conceptual model for effective instruction linking components of effective instruction to principles and strategies that provide a framework for intervention and lists specific tactics for teachers to use in delivering instruction. (JDD)

This article explains principles of cooperative teaching using the analogy of a "team effort" to include special needs students within the general education classroom. Columns contrast "what it isn't" and "what it is" for the following aspects of cooperative teaching: (1) establishing the ground rules (e.g., it's not…

Constraints on the learning of secondary students with disabilities are examined, and Algozzine and Ysseldyke's model of effective instruction is offered as a framework for enabling more learning to take place. These principles, such as establishing a positive classroom environment, keeping students actively involved, and modifying instructions,…

Discussion of transition for students with disabilities emphasizes transition skills needed for life beyond work. The importance of assisting students in planning for their life roles as workers, family members, friends, consumers, and community members is discussed. Suggestions are offered to better prepare students for all their life roles by…

This article describes principles on which teachers can develop or extend plans for including students with disabilities, through use of additions to a teacher's repertoire that complement student needs and through agreements that expand educational opportunities offered by specialized services staff. (DB)

Special education teachers are urged to examine their understanding of principles of science instruction and the development of basic science literacy in students. Basic scientific thinking skills are compared to basic reading skills. Suggestions are offered to the special educator who either teaches science directly or who works with a regular…

A British special school's experience in developing an aims-based curriculum for disabled pupils is described. Overriding aims, or first principles, were spelled out and translated into more pragmatic terms, which were analyzed to constitute a curriculum. Methods for linking the aims-based curriculum with the National Curriculum are outlined. (JDD)

This paper clarifies vocabulary in the area of collaboration in schools, describes characteristics of collaboration, and outlines a set of principles. Principles explain that collaboration is not a prerequisite in most school programs, may occur informally, requires time to develop, is not a panacea, and may raise ethical issues for special…

This article provides a map for teachers of students with or without disabilities to use in searching the self-determination literature for usable ideas. The map includes two primary paths: the first leads through the conceptual literature and the second through the intervention literature. Pitfalls are identified and examples illustrate uses in…

This study surveyed educators involved in mainstreaming students with disabilities into regular elementary classrooms, to determine their perceptions of the necessary characteristics of a successful mainstreaming program. Their responses were used to formulate a model for a mainstreaming program. The study began with a review of the literature and…

This paper introduces a series on the topic and presents a science education framework for teaching students with disabilities. Curriculum and instructional perspectives are reviewed, and the "guided meaning" approach is recommended as an inquiry-based strategy. A thematic scheme for organizing and developing science programs is proposed.…

This report discusses increasing demands on teachers' time, particularly with more students with disabilities in regular education classes, and describes how teachers can use strategies, routines, and support systems to empower students to become more independent and more responsible for their own learning and study. The five underlying principles…