The aim of the study was to conduct a systematic review in order to synthesize the evidence-based literature on mathematics education among students with visual impairment (VI). Studies were identified through searches of electronic databases (SCOPUS, PubMed, ERIC, and Web of Science). The authors included articles published between 1 January 2000…

Students with emotional and behavioural difficulties (EBD) are increasingly receiving more of their instruction in the general education classroom where they have access to a rigorous curriculum and a highly qualified teacher. In some cases, a co-taught classroom (one in which a general educator and a special service provider equally co-plan,…

In a world of ever-changing educational trends, it is essential for educators to provide a continuum of services to meet the needs of all students. Therefore, employing an inclusive structure or environment is imperative to the implementation of Special Education laws, according to Individuals with Disabilities Education Act and Every Student…

The present study attempts to evaluate the effective teaching practice for children with special learning needs. The research question framed in the present study for investigation is which practice will be effective in different inclusive classroom settings and what are the factors that contribute for effective practices? Qualitative research was…

Special education used to be a place--sometimes a separate school, more often a classroom down the hall where students labeled as such disappeared for hours at a time, out of sight and out of mind for the typical classroom teacher. That's still sometimes the case, but increasingly, special education is front and center in the regular education…

The author reviews problems in mainstreaming exceptional children and discusses conditions necessary for success. The importance of highly individualized teaching methods and use of special instructional materials is stressed. (CL)

Individualized instruction seems to be particularly well suited to the learning styles of gifted students. Independent study is one of the most effective methods for providing individualized instruction to the gifted child in the regular classroom. (Author/SW)

Mainstreaming has always generated problems for teachers and students. The John Witherspoon School (Princeton, New Jersey) developed a self-contained model with more students in fifth- and sixth-grade science and social studies classes and a modified mainstreaming approach (with support services) for seventh and eighth graders previously in…

Limitations of the current division of the general and special education service delivery systems are identifid with focus on disabling attitudes of general and special educators. Stressed is the need for a unified educational system which meets the special needs of all students. (DB)

Describes the impact of a 1975 federal law mandating free and appropriate public education for all handicapped children. Several activities are suggested for media specialists to prepare themselves for mainstreaming.

The article presents an interpretation and rationale regarding a few of the major trends in special education, particularly as they relate to the education of children labelled behaviorally disorderd. (Author)

The underlying ingredient of individualized mainstreaming is inclusion, not separation, on a long-term basis. The policy of inclusion encourages grouping patterns that allow children who are different in many ways to live and learn together when it is of benefit to them. (Author)

Social skills instruction and appropriate individualization of instruction can help mainstreamed handicapped children become accepted by their peers. Modeling (practicing demonstrated behaviors), prompting (correcting behavior when signaled), and feedback (giving corrective guidance) are used to teach the handicapped student such important social…

Reports on programs for disabled children at the Williams Field Accommodation School. Presents brief case studies and discusses the necessity for mainstreaming disabled children. Stresses the need for individualized instruction. (DR)

The author considers several issues regarding the development of report card grades for the mildly handicapped mainstreamed student by the regular class and resource teacher. (SW)