The implementation of a transition model, the flexible integration model, was investigated in a school in Sydney, Australia, using an exploratory single case study design (Rowley, 2002). It is a person-centred model designed to assist students in transitioning from a special school for students with emotional and behavioural disabilities to…

"FRIENDS for life" is a manualised, 10 week, Cognitive Behavioural Therapy (CBT) based programme designed to be run in school and community settings. The aim of this study was to evaluate the impact of "FRIENDS for life" when implemented in a mainstream secondary school by school staff. Data regarding implementation of the…

This study uses the "Index for Inclusion", developed by Booth and Ainscow, as a framework for investigating inclusive provision in the United Arab Emirates (UAE), introduced through the "School for All" initiative. The study, by Nadera Emran Alborno of the American University in Dubai and Eman Gaad of the British University in…

Noted Maori scholar Russell Bishop identified three impediments to developing Indigenous principles and practices in schools within colonized countries. These include confusion about the culture of Indigenous children, uneven programme implementation and issues with measuring student achievement. In this article, we present results from a mixed…

This research studies the leadership role in transitioning from a traditional service delivery model to a co-teaching service delivery model for students with disabilities. While there is an abundant amount of information on the service delivery model of co-teaching, sustaining co-teaching programs, and effective co-teaching programs for students…

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…

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.…

Successful implementation of mainstreaming special needs preschool children requires a comprehensive and meaningful planning stage. An approach is described which emphasizes breaking down negative attitudes of parents and teachers, and uses reverse mainstreaming in which children from regular classrooms visit the classes of handicapped children…

This paper focuses on the instructional leadership role behavior of school principals in relation to the management of special education programs. A framework is presented of the principal's role in seven broad areas of instructional management: community, beliefs and experience, institutional context, principal's routine behaviors, instructional…

This issue of "Peabody Journal of Education" is devoted to a study of one metropolitan school district's attempts to implement Public Law 94-142 beyond satisfying the law's requirements to real changes in services. Chapters cover: (1) background, enactment, and implementation of the law; (2) the school system; (3) elementary schools; (4)…

This paper reports on a multiple case study of building administrators in a suburban school district in Oklahoma which implemented a unitary system of inclusion of students with disabilities in age-appropriate regular classrooms. The study focused particularly on how administrators developed shared meanings during the change process. Data were…

Eight major characteristics of educational programs that aim to successfully accommodate exceptional children in regular classes are identified, discussed, and illustrated. The effectiveness of the implementation of the Adaptive Learning Environments Program in a multiage primary classroom of low and high achievers is reported. (Author/RH)

Analyzes children's responses to formal and informal curricula dealing with aspects of human diversity in two mainstreamed, multicultural day care centers. (FMW)

This annotated bibliography is a compilation of recently published literature about inclusion of students with disabilities in the mainstream of school and community life. The 279 resources are organized into 19 topical areas and are indexed by more than 200 subject descriptors. Within each section, resources are displayed alphabetically by author…

In case studies of four upstate New York counties, school districts were ranked according to their implementation of state-mandated educational regulations, including the percentage of handicapped students receiving their education in districtwide programs. Findings reveal that officials from all districts perceived state official communications…