Parents of 82 children with disabilities and 132 children without disabilities, ages 2 through 5, completed questionnaires that assessed frequency of child participation in age-appropriate community activities and the parental experience of introducing the child to community settings. Overall, parents of children with disabilities reported…

This column presents a discussion of the philosophy and practice of inclusion of students with disabilities and a review of five books and articles on inclusive schools; and an annotated bibliography of nine journal articles and reports on gifted students and educational reform. (JDD)

Over a 3-year period, the National Inclusive Camp Practices (NICP) project examined camp practices and youth outcomes at 14 resident camps and outdoor schools that fully integrate youth with disabilities into their programs. These outdoor programs were predominantly 1 week long. Data on camp practices and on 742 participating youth with and…

This article applies four theoretical perspectives to the development of Group Action Planning, which supports infants and toddlers with disabilities and their families in inclusive environments. Practical suggestions for implementing Group Action Planning are offered, as is a longitudinal vignette of its application with one individual with…

Describes universal challenge programs, in which all participants, regardless of ability or disability, work as an integrated group. Discusses planning for participant needs and creating a physically and emotionally safe environment. Presents brief instructions for 12 universal activities, including games, problem-solving activities, and high and…

In the 1960s, since the Tokyo Paralympics and the National Sports Games for the Disabled were held, public awareness was heightened towards the issue of disability. In 1970, a law which was to ensure that persons with disabilities could participate in recreational, sports and cultural activities was passed. The Japanese government has implemented…

This newsletter theme issue focuses on issues in including students with disabilities in regular education. The Individuals with Disabilities Education Act calls for students to be placed in the least restrictive environment, which is presumed by some educators to be the regular classroom. The drawbacks of separate programs are not felt to be…

This paper is based on a retreat in which vocational rehabilitation professionals examined their own developmental experiences in community settings and related them to their professional role. Vocational rehabilitation professionals are required to act as leaders as they facilitate the process by which people who have experienced traumatic loss…

This article compares the inclusive schools movement and the Regular Education Initiative in terms of advocates, goals, tactics, and understanding of and links to general education. The article finds that the inclusive schools movement has become increasingly strident, and its perspective has become increasingly insular and disassociated from…

This study of societal attitudes in Tanzania, based on interviews and examination of a collection of proverbs, riddles, and poems, determined that persons with disabilities are not marginalized and that principles of normalization and integration underlie traditional community living. (SW)

Project SpecialCare was designed to expand child care options available for families of young children with disabilities through development of a model for training home-based and center-based caregivers. The SpecialCare model was field-tested with 187 caregivers representing 55 different care settings in eastern Virginia. The SpecialCare model of…

Discusses the myths related to inclusive education and offers suggestions for enhancing every child's education. (SR)

This review of the literature and analysis looks at the concept of full inclusion of students with disabilities in the context of the regular education initiative (REI). The concept of full inclusion is explained as the use of new methods, techniques, and strategies to teach students with and without disabilities in the same classroom.…

This guide presents a comprehensive framework for the development and provision of outdoor education and adventure programs for people of all abilities, including those who significantly challenge the service delivery system. Chapter 1 provides a rationale for the integration of disabled persons into outdoor education and adventure programs, and…

This booklet is a collection of stories by people who have facilitated Personal Futures Planning groups. The groups provide an individualized, structured approach to life planning for people with developmental or other disabilities and have been implemented since 1988 in Minnesota. Introductory material describes the process, which starts when a…