The decision handed down by the Supreme Court in Brown v. Board of Education was not only a legal victory for African Americans in the United States, but all groups who were forced into exclusionary environments. In the shadows of Brown, advocates began seeking reforms that would allow students with disabilities to receive their education…

The purpose of the study was to examine if there was a significant difference between first-grade English Learners (EL) who constitute a majority (greater than 50%) of the English language mainstream classroom (homogeneous grouping) and first-grade EL who constitute a minority (less than 50%) of the English language mainstream classrooms…

A program for gifted students at the intermediate level is described that allows students to "mainstream" while participating in accelerated experiences. (MD)

This digest in a question and answer format, provides basic information on cluster grouping of gifted students. Questions address such concerns as: the meaning of cluster grouping, differences between cluster grouping and tracking, advantages of cluster grouping, learning needs of gifted students, the argument that gifted education is elitist, the…

Questions whether the benefits of separating basic writers into homogeneous classes continue to outweigh the disadvantages. Proposes that teachers gather data about success rates of current basic writing courses (using "mainstreamed" volunteer basic writers) and revise first-year composition courses to ensure they will respond to a wider range of…

The forces for the segregation of mentally handicapped children still predominate over the forces for integration in Great Britain. The desire to keep the mentally handicapped segregated comes not from educational or medical considerations but from the stratified nature of the educational system and the political agenda of the conservative…

Development of a program integrating multiply disabled children into a self-contained preschool program serving deaf and hard of hearing children is described. Although the children were integrated within one curriculum, they were provided small group instruction based on their language skill levels. (DB)

The article starts with a historical overview, discusses the arguments for and against ability grouping. It surveys the literature on different practices of grouping that exist in the American and British literature. The study mainly focuses on instructional grouping practices based on ability and on cooperation. It discusses arguments for and…

An introductory editorial essay on responding differently to student differences, the theme of this issue of "Educational Leadership." Addresses problems arising from discrimination and tracking, and cites articles that show how dissimilar students can work together. (TE)

Explains the concept of least restrictive environment (LRE) and explores the ways in which it fits and does not fit gifted education. The paper discusses LRE as it relates to special education and to gifted students, investigates whether separate education hurts gifted students, discusses gifted students and the equitable society, and looks at the…

This conference panel presentation includes five papers on the implications of inclusive education for gifted and talented children. "The Case for Ability Grouping of Gifted Students" (Carolyn Yewchuk) summarizes research results showing that greatest gains were found in programs that grouped high ability children together and provided a…

This article argues that the literature offers inconclusive evidence to support Ontario initiatives mandating destreaming of students by ability level. Issues discussed include academic performance, segregation on the basis of academic ability, opportunity for equality of academic outcomes, drop-out rates, attitudes, and sociological constructs.…

"Cooperative Integrated Reading and Composition" is a program that successfully teaches reading, writing, and language arts in heterogeneous intermediate classes containing mainstreamed special education and remedial reading students, by combining mixed-ability cooperative learning teams and same-ability reading groups. (Author/JDD)

This policy statement developed on behalf of the Sharon (Massachusetts) public school system focuses on the need to decrease referrals for special education services, provide support to regular classroom teachers to adapt instruction for all students, and improve the effectiveness of the supplementary instruction provided to students with learning…

This document reviews information and research findings regarding various options to facilitate the full inclusion of students with disabilities. Principles of inclusive schools introduce the document. Three categories of strategies and interventions for working with students with disabilities are included: (1) program strategies, (2) classroom…