Despite nationwide advances in special education service delivery practices, disparities exist between the educational outcomes of students with disabilities versus students without disabilities. There is often disparity in teachers' roles and instructional practices in coteaching classrooms, as well as in their pullout resource classroom…

Examines the practice of mainstreaming students with disabilities into regular classrooms. Also examines the practice of full inclusion, which keeps such students in regular classrooms for as much of the school day as possible, avoiding extensive use of "pull-out" programs. (MDM)

The paper, originally given at a 1986 Ethnic and Multicultural Symposium, reports the findings of school-based research in California to identify effective bilingual special education programs and instructional practices. The educational program at one model site (Azusa Unified School District) is described including the elementary school…

Ten years of data reflect little change in use of separate facilities for handicapped students, and high state-to-state variation. A subsequent paper argues that least restrictive environment as a concept has focused on "location" rather than "service." A final paper addresses the need to eliminate geographic and funding restrictions to…

This article tells the story of one elementary school faculty who responded to the call for accountability by adopting an inclusive view and implementing educational practices where all students were welcomed and considered valuable, contributing members of the school community. The inclusion of students with disabilities in the general education…

This study surveyed educators in 30 school districts in Eastern Kentucky to examine the extent to which a grassroots movement toward inclusive schooling is developing, as well as teacher attitudes toward the Kentucky Education Reform Act (KERA) of 1990. Of the 3,393 questionnaires distributed, 651 were returned from 65 (of 178) schools. Generally…

Educational practices with students in both regular and special education that have stood the tests of time, research, and application are described. They include peer tutoring; direct instruction; cooperative learning; self-instructional training; curriculum-based measurement; instructional alignment; and learning strategies. (DB)

Resource room teachers (n=878) indicated their extent of use of 19 strategies associated with promoting the success of mainstreamed handicapped students and indicated barriers to effective service delivery. Teachers attached a high degree of importance to use of the strategies, but reported only moderate use. (Author/JDD)

This collection represents diverse views and opinions concerning integration of individuals with disabilities in Australia and, to a lesser extent, New Zealand. The objective in producing the volume is to stimulate thought and further debate about the policies and practices associated with integration, and numerous perceptions of integration are…