With the rising use of service dogs to support students with disabilities, it is important that teachers are knowledgeable about how they can be incorporated into their classroom. A recent ruling from the U.S. Supreme Court has highlighted the legal responsibility of schools to allow access to the service dogs of students. However, information…

There are few places more open and inclusive than an adult English language class. Or, are there? Although adult educators teaching in these multi-cultural and linguistically heterogeneous environments use practices designed to embrace their students' diverse ethnic and linguistic identities, they less frequently incorporate practices to be…

This article offers a rationale for using a low-intensity support, increasing opportunities to respond, to promote students' academic engagement and decrease disruptive behaviors. A step-by-step guide to implementing this strategy in the classroom setting is presented.

Anger can be defined in different ways. In this article, the author defines "anger" as a physiological response to a perceived threat. One of the greatest challenges of educators is managing an angry student in the academic environment. Anger is a common emotion, especially in adolescence, but few know how to use it effectively. The author…

Intended for regular class teachers working with mainstreamed physically handicapped pupils, the article offers guidelines regarding school organization, conditions directly affecting the pupil, and classroom considerations. A brief review of the major conditions (such as allergies, cerebral palsy, and muscular dystrophy) is presented. (CL)

Suggestions are offered for facilitating integration of hearing impaired and deaf students. Considerations cover three main areas: school organization, the pupil, and the classroom. The importance of understanding the student's fatigue is emphasized. (CL)

Describes classroom design with reference to doors, ceilings, walls, room furnishings, study tables, floor coverings, clocks, training labs, and halls. (JEG)

A California administrator describes modular classroom furniture that both saves money and allows for creative classroom design and use. (MD)

Proposes ten interactive wall displays, noting appropriate age and content use for each. Gives ten guidelines for planning an interactive bulletin board. Advises on what makes an effective bulletin board, and when bulletin boards are not useful. Identifies useful materials for display boards and handy hangers. (DLH)

Ways that teachers can prepare themselves for a class with a mainstreamed disabled student are described, including obtaining information about the specific disability, visiting the child and parents at home, reflecting upon personal attitudes about disabilities, setting up for a wheelchair user, working with visually- or hearing-impaired…

Teachers of gifted students should operate within a flexible, team-organized framework that exemplifies adult collaboration, overseeing a multiaged heterogeneous pupil grouping system. Teachers should exhibit enthusiasm, self-confidence, "stage presence," commitment to their own learning, and unique professional styles. (CL)

Describes how using skylights and other daylighting methods can improve the efficiency of a school facility, enhancing the learning environment and simplifying maintenance. (EV)

Four architects' lighting designs are presented which cut down glare in offices and classrooms with computers. (MD)

Factors of location, use of space, room arrangement, and time-out area are examined for their effects on resource room programing for exceptional students. (CL)

Strategies to help students with disabilities succeed in inclusive classrooms are explained using several mnemonics. These include 14 steps to modify the learning environment by using a SHE WILL SUCCEED mnemonic and examining the classroom by using a CRIME mnemonic (Curriculum, Rules, Instruction, Materials, and Environment). (Contains…