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…

The paper describes Project STIP (Supported Transition to Integrated Preschools), a demonstration project in San Francisco, California, which is developing and evaluating a model for integrating preschool children with special needs into regular education preschool programs. Project STIP also developed and evaluated a district-wide model for…

This study attempted to identify variables supportive of inclusive programming for children with disabilities from the teacher's perspective. Structured interviews with 10 teachers at two pilot elementary schools in Indiana addressed issues concerning type and frequency of staff development, site visits to inclusive schools, previous experience…

This article describes three field-tested approaches to planning educational programs in inclusive settings for students who are deaf-blind, making decisions about support services, and developing lesson accommodations to include the students in typical class activities. (Author)

This paper presents the philosophy, goals and curriculum of the San Jose University Demonstration Preschool Project and presents preliminary data on the integration of mild to moderately handicapped preschool children into the program. The program, which enrolls 6 handicapped children and 14 non-handicapped children, is based on the developmental…

Using a technical assistance model, the New England Center Pilot Project provides training and consultation to programs serving young children who are deaf-blind in inclusive education settings (preschool, kindergarten, and first grade). This article discusses the model's four major components, salient issues, and recommendations to enhance…

This paper describes the Gallaudet University Child Development Center (an early childhood program serving the children of university staff, faculty, and students), focusing on its model integration program at the Kendall Demonstration Elementary School (District of Columbia). The program uses a "split placement" model to promote…

This article describes a demonstration project that utilized 28 community early childhood programs as intervention placements for 30 preschool-age children with disabilities. Results suggested significant developmental gains for all children. Service delivery characteristics identified as necessary for the effective implementation of intervention…

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…

Investigation of the social acceptance of 15 Zambian primary school children with intellectual disabilities by two groups of nondisabled children found that nondisabled boys who had experienced contact with the disabled children had more positive attitudes than boys with no contact. No exposure effects were observed among girls. Among the…

This collection of readings contains discussions of current professional debates on the issue of integrating students with disabilities, as well as stories of children's and families' experiences with integration and segregation, descriptions of Canadian school districts that have created model integration programs, and essays about new ways of…

This brief paper summarizes survey materials gathered by the Multi-Agency Collaborative Initiative on Inclusive School Reform. The agencies involved are the National Association of State Directors of Special Education, the Council for Exceptional Children, the National Education Association, and the American Federation of Teachers and other…

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…

The National Center on Educational Restructuring and Inclusion (NCERI) has conducted a nationwide study to identify where inclusion programs are taking place. Chief state school officers identified local districts in which inclusive education was taking place. These districts were then contacted requesting further information and this document…