The purpose of this guidebook is to: (1) Assist Speech-Language Pathology service providers as they support the educational goals of eligible students with disabilities in the District of Columbia Public Schools (DCPS); and (2) Ensure that all Speech-Language Pathologists (SLPs) in the District of Columbia Public Schools (DCPS) operate with the…

The goal of this article is to assist individualized education program (IEP) team personnel to not make errors in the placement of students. To do so the authors: (1) describe what a placement decision is and who makes the decision; (2) review the placement requirements of the Individuals With Disabilities Education Act (IDEA, 2006); (3) examine…

For many students with disabilities, their school experience began or quickly became non-inclusive. As schools increasingly adopt inclusive practices, these students and their families may have questions or concerns. This brief provides strategies, suggestions, and resources for schools to help families understand and become a vital part of the…

Because of what are perceived by some as potential challenges it is still commonplace for research to fail to seek the opinions of pupils with multiple and complex needs. While many such pupils do have significant communication difficulties, along with other disabilities, which are undoubtedly a constraint, it is crucial in order to be inclusive,…

In recent years, the concept of teachers as researchers in both special and mainstream school settings has become part of our everyday language. Whilst many educational practitioners will see the need for research within their setting, many may not be familiar with the technical elements they believe are required. "Creating Meaningful Inquiry in…

Under the Individuals With Disabilities Education Improvement Act Amendments of 2004, special educators and related services personnel are required to support a child with disabilities in the setting deemed the least restrictive and most natural for that particular child. There is considerable variation in the consultation experiences and skills…

This paper begins with an exploration of the history of the international Education for All (EFA) programme and its tendency to overlook some marginalised groups of children, in particular those seen as having "special educational needs" or impairments and disabilities. The exclusion from "mainstream" education programmes of the estimated, though…

The basis for socially mainstreaming handicapped children as well as changing attitudes toward the handicapped are discussed; and a list of teaching activities and resources for introducing students to the mentally retarded, the visually impaired, the physically handicapped, the hearing impaired, and the learning disabled is presented. A summary…

A program to prepare elementary grade students for mainstreaming of handicapped students is described. An outline of objectives, student activities, and required media and materials to improve understand of hearing impairment, visual impairment, physical handicap, and learning disability are provided. (DB)

Defines inclusion as the placement of students with disabilities in age-appropriate regular educational settings with the bringing of special services to them in the classroom. Describes a wide variety of characteristic behaviors common to children with neurological dysfunctions. Includes suggestions for accommodating behaviors. (MJP)

Answers eight questions concerning the teaching of reading to handicapped children. Includes background information on Public Law 94-142, discussions of mainstreaming and "least restrictive alternatives," and suggestions about instructional practices for use with the handicapped learner. (MKM)

The authors highlight an inservice approach to mainstreaming elementary and secondary level handicapped students in physical education. Outlined are strategies for individual intervention, for group intervention, for auditory impairments, for visual impairments, for learning disabilities, and for orthopedic impairments. (SBH)

This handbook is designed to provide City University of New York faculty with practical information and suggestions to help them meet the needs of disabled students in their classrooms. An overview on teaching students with disabilities is provided, followed by discussions of specific topics including coping with mobility and hand-function…

This book provides a history and overview of transitional services and educational programs provided for high school students with disabilities and proposes a new model of comprehensive transition education and services. The book is organized in 12 chapters: (1) "Secondary Special Education in Perspective"; (2) "Transition Education and Services…

The purpose of the review is to critically analyze English-written research articles pertaining to inclusion of students with disabilities in physical education published in professional journals both within and outside of the United States from 1995-2005. Each study included in this review had to meet seven a priori criteria. Findings of the 38…