The document presents the final report of a national study to evaluate the process by which handicapped children were mainstreamed in Head Start programs. Findings related to the following areas of investigation are presented: placement of handicapped children after leaving Head Start, Head Start's role in establishing the new placement, Head…

Cooperative learning can benefit all students, whether "average," low-achieving, gifted, or mainstreamed. Teachers trained at the University of Minnesota's Cooperative Learning Center expect to see students in small, heterogeneous groups using special skills and caring about each others' learning. Tips on cooperative spelling groups are…

The document describes Project TREK (Training Regular Educators with Exceptional Kids) which provides services to seven school districts within the Portland, Oregon area. Chapter 1 offers an overview of the project's purpose and philosophy, target population, organization and staffing, delivery of services, and staff support and interaction.…

Project ChiLD (Children Learn Differently) was designed to integrate children who display serious disabilities into the Head Start program in which they were enrolled and to increase their full participation in all classroom activities. The 8-month project created a strategic plan to improve interagency collaboration between one Head Start center…

Described are efforts to integrate special and regular elementary-level students from two separate but adjacent facilities. Three years after the special school's opening, observational data and questionnaires revealed almost total segregation. Subsequently, an intensive intervention program generated promising, short-term movement toward…

Many schools are implementing collaborative, interdisciplinary approaches (cooperative teaching, collaborative consultation, and teacher assistance teams) to help teachers meet students' diverse needs. This article, which shows how a rural eastern Virginia middle school developed coteaching as an alternative to special education pullout programs,…

The Preschool Program, Center on Human Development at the University of Oregon is described in terms of objectives, rationale, structure, staff, curriculum design, parent involvement, support services, training and dissemination, and research and evaluation. The project has accommodated five major shifts in generally held concepts about young…

The sixth annual report to Congress on Head Start services to handicapped children details the number and type of children served for the 1977-78 year and the 1977 summer program. An introductory section provides background information, including an overview of Head Start policies regarding handicapped children. Chapter 2 presents findings on the…

Five components were identified as crucial to the success of the mainstreamed peer tutoring program (selection, training, matching, supervision, and communication with/support for the regular classroom teacher). Data provided support for the conclusion that the on task behavior of tutees improved significantly as a result of the program. (SB)

For inclusiveness to foster growth and cultural enrichment for all its members, teachers need much more than classes on handicapping conditions. Teachers must be prepared through preservice and inservice training to enter a new school community where all students are valued and expected to learn. Syracuse University offers a task force or teaming…

The state of Oregon has mandated special educational programming or services for K-12 gifted and talented children to begin by the 1991-92 school year. Because financial support is lacking, most instruction of gifted and talented students will occur within regular classrooms. This monograph addresses the problem of providing appropriate…

The practicum report documents the development of a mainstreamed reading program for exceptional children in grades 2-4, and describes its pilot testing with 22 second grade, 21 third grade, and 21 fourth grade students. The specific process and terminal goals of the practicum are presented. The reading program is explained to have included…

Based on experience in integrating gifted and talented education into a Missouri school district, this article explains necessary steps: setting and clarifying objectives, identifying talent, using careful measures, getting staff input, creating a fitting and differentiated curriculum, broadening teacher roles, and overseeing the program.…

Mandating inclusion for all special-needs students would return education to the 1950s, when student options were extremely limited. Full inclusion, requiring the regular education teacher to learn a monumental number of additional skills, may be state-of-the-art education for the 90s--the 1890s. Restricting all students to the same learning…

The National Center on Educational Outcomes offers guidelines for including students with disabilities when identifying outcomes, assessing students, defining acceptable performance, and reporting on schools' progress in meeting outcomes. Schools should include all students in their accountability and data collection programs. All students have…