Many community colleges are unwelcoming to LGBTQ students and this chapter provides practical suggestions to community college leaders to develop a more inclusive campus culture.

Qualitative research methods were used to examine practices at an elementary school providing inclusive schooling for students with and without disabilities. Findings indicated that systems change occurred slowly, intentionally, and with a collaborative process of decision making which stressed development of policies, conditions, and supports…

This chapter on inclusion of students with disabilities in general education is based on the following assumptions: students with disabilities should have the opportunity to participate in general education classes and activities with their nondisabled peers; supports can be provided that will enable all children in those settings to be…

The paper draws upon integration experiences and the literature from organizational theory to examine the process of change. Initiation, planning, implementation, administration, and advocacy are discussed as they pertain to efforts to include students with severe disabilities in regular schools and classes. (Author/DB)

This article reanalyzes the principle of partial participation in integrated educational programing for students with severe or profound disabilities. The article presents four "error patterns" in how the concept has been used, some reasons why such error patterns have occurred, and strategies for avoiding these errors. (Author/JDD)

This guide to the use of collaborative teams to facilitate the inclusion of all students, including those with disabilities, covers the following topics: (1) uses of collaborative teams (e.g., team teaching, peer coaching/mentoring, teacher assistance teams, pre-assessment teams, and student support teams); (2) benefits and motivating factors for…

This paper presents the testimony concerning special education reform and inclusion programs of the Director of Education and Employment Issues before a House of Representatives subcommittee. The speaker concludes that inclusion programs can work (as in districts in California, Kentucky, New York, and Vermont) but take tremendous effort and…

This paper offers selected stories shared by building principals and central-office staff as they began to chronicle their personal and professional journeys toward inclusive schools for children. For the study, 17 principals (5 high school, 2 middle school, 10 elementary) and 3 central-office staff participated. The data were collected through…

Analysis of responses of Virginia educators (n=788) to a survey concerning increased integration of students with specific learning disabilities (SLD) found limited program change-related guidelines or category-specific outcome-monitoring measures. Doubts about the ability and willingness of general education teachers to make instructional changes…

General and specific strategies useful in facilitating an integrated educational environment for children with severe disabilities are presented. Strategies include, among others, identifying and facilitating natural supports, using a participation approach, demonstrating success locally, recruiting collaborators, communicating with all members of…

This review of effective practices in state-wide systems change was conducted as part of the PEERS (Providing Education for Everyone in Regular Schools) Project, a 5-year collaborative systems change project in California to facilitate the integration of students with severe disabilities previously at special centers into services at regular…

Children First, which is Nottinghamshire, England's policy to increase mainstreaming of children with special educational needs, has been implemented by planning for cooperative rather than competitive change and providing resources for change. The policy has helped maintain the profile of these children at a time when they were at risk of being…

This literature review and bibliography of 35 references addresses child care and education of young (under age 6) children with disabilities. It utilizes a question-and-answer format, with relevant references cited in the answers. Questions address the following issues: (1) incidence of disabilities or delays in children under age 6; (2) features…

This paper reviews the literature on inclusion of children with emotional and behavioral disorders in regular education classrooms and proposes implementation of an inclusion program at one elementary school in Texas. The literature review covers the following aspects of inclusion: teacher selection and their expectations, professional…

This videotape and viewing guide present an emerging learner-centered paradigm of teaching and learning and contrast this new paradigm with traditional concepts. An associated guide describes the elementary school in the videotape, noting the full inclusion of 50 students identified as disabled, the team approach in which teachers are renamed…