The article reviews potential barriers to implementing the Regular Education Initiative (REI) in secondary schools and then discusses a set of factors central to developing a workable partnership, one that is compatible with the goals of the REI but that also responds to the unique parameters of secondary schools. (Author/DB)

The author describes her discussion with school personnel, administrators, tutor/interpreters, and deaf students, regarding the effects of mainstreaming and P.L. 94-142. She cites general dissatisfaction with both the social and intellectual progress made after 10 years of the legislation and notes difficulties with the concept of least…

A parent objected to a district's replacement of the gifted pull-out program with gifted-talented clusters in regular classrooms. Teachers would be trained to work with special-needs students, but not to differentiate curricula for advanced students. He agreed to advance his daughter a grade, but deplores reforms' transitional effects. (MLH)

Although few would dispute the idealistic merits of providing rights to the handicapped, how many, in this time of limited funds, will eagerly invest in disabled students? Our social perspectives on the common good are going to be tested against practical economics. (Part of a theme issue on mainstreaming.) (Author/SJL)

Four commissioned papers on approaches to implement the least restrictive environment (LRE) provision of P.L. 94-142, the Education for All Handicapped Children Act, are presented. The authors were asked to develop criteria applicable to the local level and appropriate to a variety of contexts. Papers are presented from the following authors:…

Discusses four reasons why mainstreaming has made slow progress. (FL)

Professional and bureaucratic barriers to implementation of mainstreaming at the preschool level include philosophical and theoretical differences between early childhood education and special education, differences in personnel preparation, staff attitudes, issues related to current state regulations and monitoring, and provision of related…

Points out positive aspects of mainstreaming for both hadicapped and nonhandicapped children. Indicates specific teaching approaches appropriate for children with special needs such as language/speech disability, and mental, hearing, visual and physical impairments. Provides 10 guidelines for teaching in the mainstreamed classroom. (Author/RH)

This paper offers an endorsement of mainstream placements for adolescents with severe and profound hearing impairments, describes successful mainstreaming at Clarke School for the Deaf (Massachusetts) in classrooms using spoken and written English, points out roadblocks that must be negotiated for successful mainstream education, and outlines…

The author of "Life Centered Career Education" (LCCE) comments on reasons for the curriculum's success, what LCCE offers for the 1990s, how easy it is for a school system to implement LCCE, how LCCE can be used in mainstreamed settings, and what is needed to implement a comprehensive program like LCCE. (JDD)

The article looks at trends in early childhood mainstreaming of children with disabilities. Specific discussions focus on implementation, the perspectives of parents, and the development of friendships and peer relations in mainstreamed settings. A convergence among public policy, educational practice, and developmental principles and research is…

The article discusses conceptual principles which underpin development of consultation-based programing for students with mild disabilities, proposes informal standards for ecological evaluation of specific formats, and identifies factors (such as administrative support and participatory planning and decision making) that maximize the potential…

The article reviews theoretical and research bases for the design and effects of the adaptive instructional approach for students with special needs in the regular classroom. Research indicates that the program can be implemented in a variety of school settings when supported by systematic staff development and organizational support. (Author/DB)

The goal of the Hamilton and Waterloo Catholic School Boards in Ontario, Canada, is to meet the needs of all children, in ordinary, age-appropriate classes in neighborhood schools. This report focuses on this approach of teaching students and disabilities, terming it "full inclusion." The report describes local school board policy and…

Suggests that if inclusion programs are implemented correctly, students with special needs will begin to have more success stories, which will help educators find a pathway out of the dead ends of the inclusion maze. (RS)