This book pushes the boundaries in the way we approach people with profound intellectual and multiple disabilities, and in how we work with them in education and research. While it is grounded in diverse theoretical frameworks and disciplines, the book coheres around a commitment to seeing people with profound intellectual and multiple…

Globally, early years policies and documents have set out aspirational outcomes and benefits for children, their families and the wider society. These policies have emphasised the place of early childhood provision within the wider global agenda, by tackling inequality and disadvantage early on in children's lives. However, these strategies have…

Informal science education (ISE) experiences can provide powerful opportunities for people with disabilities to experience and learn about science. When designed to be inclusive, such experiences can lead people with disabilities to feel competent and empowered as science learners, generate excitement and enthusiasm for science, and be equitable…

Available resources and indicators of high quality inclusive practices are presented in this compilation. Assembling many different resources in one place allows for easy comparison of potential indicators of quality. Excerpts and adaptations of the resources are intended to provide some familiarity with the content of each resource and encourage…

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,…

This paper addresses the issues of molar versus molecular assessment of integration of people with disabilities, definitions of integration, and assessment in measuring integration. Measures for four integration components are presented: (1) physical integration, (2) social integration, (3) relationships, and (4) social networks. (Author/DB)

The needs of students with profound and multiple disabilities (PMD) have received more attention in the educational research and best practice literature over the past decade, especially in relation to the importance of maximising their social and communicative engagement. However, perhaps as a function of their low incidence rate and resultant…

Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of…

The social adaptation of mainstreamed mildly retarded children was assessed. Results indicated that mildly retarded children were very much rejected by their peers. In comparison with nonretarded classmates, they reported significantly more dissatisfaction and anxiety about their peer relations. (PCB)

Nine studies reporting child change data for nonhandicapped children participating in integrated preschool settings were analyzed in terms of methodology and specific classroom practices. The studies suffered from methodological weaknesses common to many early intervention efficacy studies. Documentation of child progress is only one measure of…

This narrative study examined teachers' perceptions of their inclusive classrooms. Eight early childhood teachers responded to open-ended interview questions about their experiences teaching children with and without disabilities in the same classroom environment. The social constructivist view of teaching and learning is highlighted as the…

The article critiques the current research base concerning the influence of mainstreaming on the social emotional competence of mildly handicapped children and describes a proposed study emphasizing longitudinal analysis, assessment in multiple environments, and the use of multitrait-multimethod methodologies. (Author/DB)

Normally developing and mildly developmentally delayed preschool-age boys were brought together to form playgroups. Videotapes of the groups and peer sociometric ratings indicated that delayed children had a deficit in peer-related social interactions and were seen as less competent and of lower social status by peers. (PCB)

Teachers (N=146) using Science Curriculum Improvement Study were surveyed for their views on teaching disabled students in regular science programs. Results show that teachers feel positively about teaching disabled students (but also feel inadequate with this responsibility). Advantages and disadvantages of mainstreaming in elementary science are…

This study with 39 secondary students with severe disabilities integrated into regular programs in either home schools or cluster programs found that the proportion of students residing outside the normal school boundaries and the percent of students classified as Severely Multiply Handicapped were both negatively associated with both in-school…