Principals must be instructional leaders in their schools in order to adhere to federal, state, and local mandates as well as being able to discern that the programs for students with disabilities are being developed and implemented with fidelity to meet the needs of those students. The transition a school goes through to include students with…

Results of surveying 21 educators responsible for coordinating their school districts' mainstreaming programs revealed that although educators acknowledge a commitment to mainstreaming few have employed viable implementation procedures. Results suggested the need for a model of recommended policies and procedures. (DB)

Factors that either facilitated or inhibited development of inclusive preschool programs were identified through interviews with 201 direct service and administrative personnel in four U.S. geographical regions. Key personnel were identified as the strongest facilitators of inclusion. Other important influences were provision of training, external…

This study surveyed educators involved in mainstreaming students with disabilities into regular elementary classrooms, to determine their perceptions of the necessary characteristics of a successful mainstreaming program. Their responses were used to formulate a model for a mainstreaming program. The study began with a review of the literature and…

A description is given of three workshops developed to assist school administrators in implementing programs in adapted and developmental physical education for mainstreamed students. The first workshop included information regarding services for the handicapped and approaches to program change in adapted physical education. The curriculum of an…

A survey of 21 special education administrators in Ohio revealed that they perceived that special education teachers should be involved in multicultural educational training programs with special emphasis on African-American students and their families. Results also revealed that personnel responsible for conducting such in-service programs may…

The book contains seven author contributed chapters on issues concerning inservice and staff development in special education. Major themes of the papers include the importance of participant involvement in the planning process, the importance of gaining support at the onset by district and building administrators, and the need for carefully…

This study investigated sources of resistance to development of integrated preschool programs, expressed in interviews with 30 parents, teachers, and administrators and in observations of planning meetings. Findings suggest that perceived loss of political control over aspects of programs that have been informally negotiated among parents,…

The project manual was a product of the 3-year project, "Functional Mainstreaming for Success," (FMS) designed to develop a model for instructional mainstreaming of 162 handicapped children (3-6 years old) in community settings. The major feature of the project was development of a full reverse mainstreamed preschool program, which…

This report documents an evaluation study of the Yellowstone (Alberta) school district's program of full integration of students with disabilities (from 1986-1991). The executive summary highlights the historical context, the implementation process, and program outcomes and impacts. The study's limitations are listed and recommendations are made…

This paper describes a pilot project at a Janesville (Wisconsin) elementary school, which uses a cooperative teaching approach to integrate all special education and at-risk students, including students with behavioral problems, into general education settings. Key program components include teaming, collaboration, cooperative learning, joint…

Designed to provide teachers and administrators with suggestions for innovative approaches to providing vocational education to handicapped high school students, this report contains first person descriptions of six model programs in vocational education. In chapter 1 four administrators and instructors comment on their Related Vocational…

This collection of comments consists of four chapters of informal remarks by trustees, educators, and students from various types and sizes of institutions with innovative mainstreaming programs for handicapped students in postsecondary vocational education programs. Chapter 1 contains comments by nine individuals (students and administrators) on…

A 5-year plan to improve the delivery of services to special needs students was evaluated in Fairbanks, Alaska. The plan focused on developing a model for integrated services and reducing the number of pull-out programs by having special services staff work directly with classroom teachers. Information sources included interviews with 62 staff…