The debate about whether to include all kinds of students in the general education classrooms is a current topic in the European and Scandinavian educational policy. This paper comes to grips with this topic by focusing on the process through which professionals define educational possibilities and risks for one group of children considered as…

Intended for local school district personnel, the document suggests a model for assisting decision makers in placing handicapped students in the least restrictive environment (LRE). Basic considerations of a multidisciplinary team in determining the appropriate placement for the handicapped students are listed (including the nature and degree of…

Alternatives to I.Q. testing have been developed in the Detroit Public Schools as a way to improve educational services and avoid the biased placement of Black students in special education programs. The new procedures involve the collaboration of a team that is specially trained to use multifaceted approaches to assessment. (VM)

This paper reports on a cross-disciplinary study by an L1 compositionist and an applied linguist investigating interrelationships among university basic writing students' responses to linguistic identity labels, their residency statuses, and their preferences for mainstream or multilingual composition. Previous L2 writing research has suggested…

The paper reviews trends in the integration of young disabled children and proposes replacement of the traditional concept of least restrictive environment as a continuum of placement with a concept of integration opportunities determined by individual child needs, family needs, and community resources. The need for integrated service delivery…

The study investigated the validity of the process of reevaluating a child's need for continued special education services especially the biasing effects of the teacher's referral statement on the decision of the multidisciplinary team. Psychoeducational profiles describing two children were distributed to 108 multidisciplinary teams in New York…

This booklet describes an inclusive approach to disaffection in Merton Education Authority, a school district southwest of London (England). Instead of concentrating on providing for students with emotional and behavior difficulties in an off-site behavior support center, Merton switched its main efforts to preventing difficult behavior through…

Despite limited references to guidance and counseling in federal legislation on the handicapped, school counselors are deeply involved in the delivery of appropriate services. An individualized education program (IEP) can include counseling services for both special and regular education placements and provide intervention, as well as support.…

This reply to a commentary (EC 600 858) on a previously published paper (EC 230 267) dealing with the regular education initiative (REI) argues that a critical element in managing mainstream classrooms is use of team approach, that existing visions of the future are tenuous, and that integrated student placement is a preferred condition but not…

The booklet discusses the school social worker and the handicapped child, with special reference to the Education for All Handicapped Children Act (P.L. 94-142). A brief overall description of P.L. 94-142 and its effect on school social work practice is provided. The theme of the relation of school social work practice and P.L. 94-142 is developed…

A reference work that presents a chronology focusing on special education, its development, and the important issues that both positively and negatively affect the field. Updated through current events, this second edition provides an excellent introduction to special education in all of its practical aspects--how it developed, its curriculum,…

This paper explores Canadian educational services offered to severely and profoundly handicapped children and comments on their cautious welcoming into the regular education system. School administrators must become familiar with the needs of severely handicapped students, and must become much more involved in the planning, support, and…

Inclusion is a way of providing a normalized educational experience for all children with disabilities. Educators differ, however, on the meaning of inclusion, from full-inclusion advocates to those who assert "inclusive" means that learning needs are met in a range of service delivery contexts. Three components of inclusionary schooling that are…