Globally, early years policies and documents have set out aspirational outcomes and benefits for children, their families and the wider society. These policies have emphasised the place of early childhood provision within the wider global agenda, by tackling inequality and disadvantage early on in children's lives. However, these strategies have…

Under the Individuals With Disabilities Education Improvement Act Amendments of 2004, special educators and related services personnel are required to support a child with disabilities in the setting deemed the least restrictive and most natural for that particular child. There is considerable variation in the consultation experiences and skills…

An approach to teaching reading comprehension skills to mainstreamed disabled students was designed for use by regular educators of any grade level and content area and involves eight steps that begin with obvious answers in multiple-choice items and proceed to fill-in-the-blanks and open-ended questions. (CL)

Ten suggestions for successful mainstreaming on a preschool level are presented. Among the suggestions included are to provide an interaction structure in some play situations, discipline handicapped the same as other children, establish realistic goals, and be honest. (PHR)

Teachers can promote learning within the mainstream classroom through organization of three aspects: (1) preparation of materials, (2) presentation of materials, and (3) teacher-pupil interaction. (CL)

Visually impaired students can be successfully integrated into industrial education classes as long as careful selection, placement, and planning decisions have been made. Techniques for teaching machine-tool operation are considered, along with the use of aids developed specifically for visually impaired persons. (CL)

Summarizes 60 characteristics of effective instruction for gifted students that can be provided in the regular classroom. These characteristics include six general categories or areas of "need": individualizing basic instruction, appropriate enrichment, effective acceleration, independence and self-direction, personal and social growth, and career…

Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)

The role of a teacher in working with visually handicapped children in regular classes is discussed. The use of remedial materials, low-vision aids, and classroom adaptations are considered. (CL)

The digest explores aspects of serving the learning disabled (LD) student in vocational education classrooms. It is noted that LD students may have difficulty following directions and understanding lectures and may forget more often than other students. A list of seven accommodations that can be made for LD students in vocational classrooms…

Teaching social skills to mainstreamed handicapped children can be accomplished by prompting, praising, using graduated guidance, and capitalizing on incidental teaching. (CL)

The article lists sources of assistance and teaching strategies used by 71 secondary classroom teachers perceived by teachers of learning disabled students as highly effective teachers for that population. Sources and strategies cover 10 academic disciplines: business, home economics, industrial arts, mathematics, English, music, physical…

Discusses problems mildly disabled students often have with their assignments and offers ways teachers' can adapt regular academic content to overcome those problems. (FL)

Suggests ways for the regular classroom teacher to cope with learning disabled students in a mainstreamed setting. (AH)

A school psychologist suggests 10 practical classroom management and instructional techniques that the regular class teacher can use to help a hyperactive child. (SJL)