Under Singapore's inclusive education policy, children with mild physical disabilities are integrated into mainstream schools. There is currently no known published research yet in Singapore on the outcomes of inclusion for children with physical disabilities. Internationally, recent research had compared the school experience of children with…

Inclusive education has become a cornerstone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This article, using English terminology and thinking, aims to extend previous research on the effect of teacher attitudes towards inclusion in…

Educators (N=105, predominantly regular classroom teachers) appeared to perceive students' behavior problems as more serious when displayed by nonhandicapped or physically handicapped students than when displayed by mentally handicapped students. Ss recommended more behavioral treatments having an authoritarian orientation for nonhandicapped than…

Sixty-seven Georgia teachers were surveyed on their opinions about the most appropriate educational placement for handicapped children, by type and severity of handicap. Respondents were more willing to accept behaviorally and physically handicapped children into their classrooms than they were to accept the mentally retarded. (SJL)

Five handicapping conditions--emotional disturbance, visual impairment, mental retardation, hearing impairment, and physical disability--are discussed in terms of definition, range of impairment, and daily school management. The summaries are designed to be of practical help to the regular class teachers involved with mainstreamed students. (CL)

Helping children with disabilities has become a part of American education with varying degrees of acceptance and tolerance over the years, and efforts to provide special education have become controversial. Much of the concern is about paying for "extra" services, but the debate is not just about money. Many professionals question the…

This bibliography contains references to writings and publications which may be of interest to those responsible for training and preparing teachers for working in mainstreamed classrooms. Citations are presented on: (1) classroom management; (2) faculty development; (3) individualized instruction; (4) mainstreaming; (5) behavior disorders; (6)…

This handbook is intended for use by South Carolina vocational educators who are responsible for teaching special needs students who have been integrated into the regular vocational classes. It begins with a discussion of state standards and federal regulations dealing with handicapped and disadvantaged students. Material is then presented on…

Intended for pre and inservice training of regular and special education teachers, the textbook offers a mainstream approach to educating handicapped and gifted students. The first two chapters give an historical overview of the development of special education and discuss some of the major conceptual shifts that seem to be inherent in the…

Modeled on a similar study conducted in Scotland, this study reports on preschool children in two cities of England's Midlands Region (Birmingham and Coventry). Subjects had special needs including physical, mental, behavioral, speech, and second language problems; in addition, some were gifted. A survey identified children with special needs in…