This article explores the thinking of five junior high school teachers as they teach students with learning difficulties in inclusive classrooms. Insights into the ways these teachers think about students in these inclusive secondary school contexts were obtained through triangulating data from semistructured interviews, stimulated recall of…

This response to Carr (1993) on the issue of inclusion for students with learning disabilities supports inclusion. It distinguishes between "mainstreaming" and "inclusion," describes one inclusion model being implemented, and suggests that the momentum of the inclusion model has been generated by the failure of programs currently serving students…

This response to an article by Bruce Taylor on inclusion of students with disabilities in regular classes argues that it is not possible to meet the needs of all children in the general education classroom and points out that inclusion is generally favored by advocacy groups for low-incidence disabilities and policymakers wanting to cut costs. (DB)

This response to Carr (1993) on the issue of inclusion for students with learning disabilities supports inclusion, noting that special education has promoted the abdication of the regular educator's responsibility. The importance of teacher training is emphasized. (DB)

Thirty-two students with and without learning disabilities who had participated in both inclusion and pull-out service delivery models were interviewed individually. Overall, more children preferred the pull-out model, but many children were confident that inclusion was meeting their academic and social needs. (Author/DB)

Mainstream teachers (n=127) in grades one through eight completed a self-evaluation concerning the instructional strategies they used and their attitudes toward their own efficacy and toward mainstreaming. Analysis indicated that teachers with less positive attitudes toward mainstreaming tended to use effective mainstream instructional strategies…