Among findings of a study involving families of nine handicapped children (6-11 years old) were that districts have expanded the evaluation and planning process for students, with a broader base of evaluation information taken into account, and that aspects of the least restrictive environment remain problematic. (CL)

This article reports the progress of 13 learning-disabled students after 1 year of planning and 1 year of implementing the "Mainstream Experiences for the Learning Disabled" (MELD) model in an urban elementary school. Students made no significant progress in reading or math and earned lower grades during the implementation year. (DB)

Elements of cooperation learning and the specific actions for implementing it are presented, including positive interdependence, individual accountability, collaborative skills, and group processing. Effects on relationships between disabled and nondisabled students are summarized. The teacher's role in implementing cooperative learning 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…

A case study is presented of an elementary school preparing to implement a full-time mainstreaming program for students with learning disabilities. Based on observations, interviews, and surveys of students, parents, and teachers, it is concluded that fundamental changes in instruction are necessary for the regular education initiative to work.…

This qualitative policy study of 6 states and 12 school districts identified 6 factors that influenced implementation of least restrictive environment provisions of the Individuals with Disabilities Education Act. Factors included financing, the state-local context, organization, advocacy, implementors, and knowledge and values. The study…

Evaluation of problems in implementing inclusion of students with mild to moderate mental impairment in general education classes of a suburban middle school identified lessons such as the following: (1) allow sufficient resources to the project; (2) provide active leadership by individuals with positive attitudes; and (3) convince the staff that…