The author suggests that the most effective method of serving mainstreamed secondary level disabled students is through a comprehensive support system delivered by direct involvement of special needs teachers in the mainstreamed classes. (CL)

Problems in implementation and practice of a whole-school approach to integration which features transposing regular and special educators are cited, and seven phases for carrying out such a scheme are described. (CL)

British educational policy on inservice training has established as a priority the training of classroom teachers to meet special educational needs of their students, using a curriculum-focused, whole-school approach. Three issues require consideration in the policy's implementation: academic organization, social climate of the school, and…

This article describes mainstreaming efforts at an East Sussex (England) school serving students with physical disabilities but no major learning impairments. Mainstreaming students into their local schools involved parental support, preparation of mainstream schools, multidisciplinary support networks, and a carefully implemented transfer…