Inclusive education is believed to be an innovative educational approach that can promote the educational opportunities for all children with special needs including those with disabilities. It also stresses the principle of human right, social justice and quality of education for all. The institution education has an obligation to making…

Data regarding intervention utilization among the target population are critical to interpret evidence from efficacy trials for school-based interventions. When use of the intervention is voluntary, intervention diffusion becomes a particularly critical variable. We examined the use of Instructional Consultation Teams (IC Teams), a voluntary…

This paper first provides a critic of the implementation of compulsory national assessment protocols internationally, and then nationally through a review of the implementation process used for the introduction of National Standards in New Zealand, and National Testing in Norwegian mainstream schools. It then reviews the impact of these two…

The author describes her discussion with school personnel, administrators, tutor/interpreters, and deaf students, regarding the effects of mainstreaming and P.L. 94-142. She cites general dissatisfaction with both the social and intellectual progress made after 10 years of the legislation and notes difficulties with the concept of least…

Although few would dispute the idealistic merits of providing rights to the handicapped, how many, in this time of limited funds, will eagerly invest in disabled students? Our social perspectives on the common good are going to be tested against practical economics. (Part of a theme issue on mainstreaming.) (Author/SJL)

Interviews were conducted with 26 classroom teachers to investigate their beliefs and attitudes about implementing integrated special education services for students with moderate and severe disabilities. Views toward integration focused on four aspects of the change: its purpose, clarity of implementation methods, effort required of teachers, and…

Four commissioned papers on approaches to implement the least restrictive environment (LRE) provision of P.L. 94-142, the Education for All Handicapped Children Act, are presented. The authors were asked to develop criteria applicable to the local level and appropriate to a variety of contexts. Papers are presented from the following authors:…

Discusses four reasons why mainstreaming has made slow progress. (FL)

The document describes Project TREK (Training Regular Educators with Exceptional Kids) which provides services to seven school districts within the Portland, Oregon area. Chapter 1 offers an overview of the project's purpose and philosophy, target population, organization and staffing, delivery of services, and staff support and interaction.…

Problems in implementation and practice of a whole-school approach to integration which features transposing regular and special educators are cited, and seven phases for carrying out such a scheme are described. (CL)

The report documents evaluation by the Office of Educational Assessment of first year (1983-84) implementation by the New York City school system of the Least Restrictive Placement Personnel Training Program. Program goals were to develop and field-test training materials for a population of approximately 700 special and general education…

Elements of cooperation learning and the specific actions for implementing it are presented, including positive interdependence, individual accountability, collaborative skills, and group processing. Effects on relationships between disabled and nondisabled students are summarized. The teacher's role in implementing cooperative learning is…

The writer, a former federal official, reviews national policy developments regarding the effectiveness of P.L. 94-142, the Education for All Handicapped Children Act. He cites findings from a survey of five school districts which found difficulties with implementation of the least restrictive environment principle and the broadened definition of…

After briefly reviewing some research on the outcomes of mainstreaming, the author presents seven guidelines to the special education teacher for smoothing the mainstreaming process. (SJL)

This chapter on inclusion of students with disabilities in general education is based on the following assumptions: students with disabilities should have the opportunity to participate in general education classes and activities with their nondisabled peers; supports can be provided that will enable all children in those settings to be…