As public schools strive to provide all students access to and success with the general curriculum, potentially leading them to postsecondary educational opportunities that prepare them for fulfilling and engaging careers, recent federal legislation clearly reflects the need to ensure that all students are supported in achieving rigorous…

This study is to explore the need to develop learning modules of health education for trainee teachers in the Bachelor Of Teaching (Hons)(Special Education-Learning Disabilities For Primary Education) Programme (Bac.TSE-LDPE) in the Teacher Training Institute (TTI). The questionnaire uses the Likert scale with the close ended questions analysed by…

The report summarizes findings and accomplishments of a 3-year project on adaptation of arts curriculum materials for elementary handicapped students. Year 1 focused on identifying and estimating the efficiency and effectiveness of practitioners' judgements regarding the instructional characteristics of materials and the adaptation of those…

Solutions to educating special needs students are not found in exclusionary programs or curriculum categorizations but in the inclusion of all students and in providing the necessary support for them and their teachers. Meanwhile, special education "turf" issues must be resolved, and public apprehensions about mainstreaming as a cost-cutting…

Over 2,000 schools in 49 states are using the Higher Order Thinking Skills (HOTS) program as their Chapter 1 or learning-disabilities programs in grades 4-7. The program works consistently for a wide range of students and circumstances, relies on a state-of-the-art curriculum, and provides intensive teacher training. HOTS does not benefit…

The article describes activities of the curriculum and instruction team, one of six teams under the Dean's Grant Project at the Virginia Commonwealth University School of Education, designed to provide undergraduate students in elementary education with exposure to the concept of mainstreaming. (SB)

This study examined changes in the beliefs and practices of three special-education teachers over the course of their participation in a three-year collaborative literacy project. Results suggest that teacher change is a long-term process, evolving from an early focus on enacting activities to an increasing emphasis on changing the broader…

This book provides guidelines and suggested activities for collaborative learning for elementary grade students with a variety of abilities and disabilities. It is based on experiences at the Developmental Studies Center (Oakland, California). Activities are presented as blueprint formats that provide a comprehensive set of structures which can be…

The program described is designed to sensitize elementary students to the needs of persons with handicaps. The program includes six 45-minute teaching units presented to fourth and fifth graders by staff members who have daily contact with special needs students. Presentations include an introductory puppet show using almost life-sized replicas of…

The differences in school demands between elementary and junior high settings are identified, and a curriculum is offered to facilitate the transition for exceptional students. The curriculum outlines academic skills, self-management/study skills, and social/adaptive behavior skills. A sample lesson plan is included. (CL)

This article explains how elementary teachers can link performance-based assessments and student self-assessments to the curriculum for improved learning. It provides graphic organizers, rubrics, and examples of student writings, and discusses ways to connect assessment and instruction, benefits for students (feedback and instruction), and…

Investigated developments in inclusion and adaptive instruction in Dutch elementary schools over time. Survey data indicated that partnerships between regular and special education schools and school policies on teacher professional development were implemented with increasing consistency. Use of differentiated instruction and adapted curriculum…

The report summarizes a year long observational study of special education programs in one district's 12 elementary schools (Queens, New York). Data were gathered using observational time samples of teacher, student, and paraprofessional activity and student time on task; descriptive notes of the classroom context; ratings of 15 dimensions of…

The study, with 55 mildly and moderately disabled elementary students, investigated the effectiveness of teacher-developed goals and monitoring systems versus a curriculum-based measurement (CBM) system and of individual expert versus group follow-up consultation. Groups employing CBM and group consultation generally out performed the other…

The report outlines achievements of a 27-month project designed to develop and implement a curriculum approach for increasing peer acceptance and interaction of mainstreamed exceptional students. Project efforts listed include development of classroom observation procedures and the use of those procedures to observe 20 mainstreamed classrooms;…