The report describes the activities and accomplishments of Phildelphia's Urban Model Project, a federally funded model demonstration program designed to effect changes in services for students with severe disabilities. As a result of this project, a majority of these students are currently attending regular schools along with their chronological…

This final report describes the Systematic Integrated Preschool Education Model (SIPE) project, which established classrooms to demonstrate an inclusion model for serving preschool children with severe disabilities. A total of 33 preschool children with identified developmental disabilities and their families in three Virginia school districts…

The Utah Elementary Integration Model places students with severe disabilities in neighborhood schools that provide supported integration in age-appropriate grade-level homerooms, peer-referenced and community-referenced curriculum, a transdisciplinary team approach, and data-based training in natural settings. Twenty-seven participants achieved…

The Inclusive Education Project was a collaborative demonstration project between the Division of Special Education and Rehabilitation at Syracuse University and the Syracuse City School District, in New York. It was designed to meet special problems of children with severe handicaps in regular education settings. Project goals included: (1)…

The report describes the first 3 years of the Homecoming Project, which was designed to return disabled students in regional special education programs to regular classes in 26 local Vermont schools. Fifty-eight such students (of whom 45% were moderately or severely handicapped) were transitioned into regular classes and 19 other students at risk…

The Achieving Membership Program in Forest Lake (Minnesota) attempted to develop, document, and evaluate district level, building level, and child team level strategies to achieve full inclusion in regular schools for elementary-aged students with severe disabilities. The 3-year program had three main components: (1) establishing model…

This paper reports on a qualitative ethnographic research study on the inclusion of children with severe disabilities into a Montessori preschool program in Lawrence, Kansas. The program has served 20 children with disabilities since its inception in 1986. The program's emergent model involves a split program (utilizing a special education…

The document consists of proceedings from the 1987 Leadership Conference on the topic of least restrictive environment (LRE) for severely disabled students. Contents include the following presentations: "The OSEP (Office of Special Education Programs) Plan for LRE" (G. Thomas Bellamy); "Bringing about Integrated Community-Based…

Project REACH (Rural Education Approach in a Consortium for Handicapped) was designed as a model program to demonstrate methods of service for mildly, moderately, and severely handicapped children located in 14 school district areas in 5 counties of the San Luis Valley in southern Colorado from October 1978 through June 1981. The main emphasis was…

The paper addresses placement of students with severe disabilities in regular or special classes within home schools, describes Vermont's Homecoming Model Project, and identifies best educational practices. The roles of state-level support and school leadership are stressed. Instructional strategies including data-based methods, partner learning…

This final report describes 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 who were previously served at special centers into services at regular schools and the integration of students in special…

Profiles three programs recognized for exemplary rural special education programs. Describes a program for severely handicapped birth-through-three children in an isolated mountainous Tennessee community, a multidisciplinary special education team that provides an itinerant resource room for an Alaska school district of 22,000 square miles, and…

The text provides information to secondary school principals to assist them in designing and maintaining effective educational programs for severely handicapped high school students, including those who are labeled moderately or severely retarded, multiply handicapped, or autistic. A model of effective program characteristics is followed by a…