This paper presents five systematic phases for bringing about successful regular education inclusion of students with severe disabilities. Phases include develop networks within the community, assess school and community resources, review strategies for integration, install strategies that lead to integration, and develop a system of feedback and…

Implications of implementing full integration of special needs students are considered, noting the goal's basis in the belief that every child is unique, valued, and can learn. Responsibilities of participants in inclusive programs are identified, and two methods (adaptations and modifications) for altering the educational programs of students…

The paper recommends that young children with disabilities be placed in preschool classes with normally developing children whenever possible. Significant benefits are cited in the areas of social, emotional, and communication development when children with handicapping conditions are educated in settings with their nonhandicapped peers. Four…

The article offers 10 questions to aid in integrating hearing-impaired preschoolers into a child care program. Questions address such concerns as staff and children learning to communicate with the deaf child, interpreting, social integration, group size, and helping the deaf child achieve status. (DB)

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…

Planning and implementing successful community-based social integration experiences for infants and toddlers with multiple disabilities require consideration of such issues as the developmental needs unique to this age-group, family needs and concerns, health and safety considerations, and training needs of staff. (JDD)

A yearly "Friendship Games" day has been implemented at an Edmonton (Alberta) elementary school. The games focus on integration of students with and without disabilities in sports activities, many of which require cooperation. Examples of specific activities are listed (including materials needed, procedure, and scoring) and a suggested physical…

This article discusses mainstreaming of a student (age five) with physical, intellectual, visual, and suspected auditory impairments in her neighborhood school in Auckland, New Zealand. Comments of the people involved in the program, including the principal, teachers, teacher's aide, family members, and fellow pupils are reported; and the success…

This report examines preschools for children with disabilities in Sweden. In Swedish society the roles of the family and the environment are emphasized with the preschool serving as part of a family support system for children with disabilities. The value of a family oriented intervention is stressed. The first section discusses Swedish provision…

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 article reports the experiences of one school district as it moved from serving students with severe disabilities in segregated programs to a full inclusion model. Year one focused on getting started, planning, and beginning integration efforts and year two on implementation of a structured peer integration program. Applicability of the full…

This paper describes the development and establishment of an inclusive education program on a junior high school campus. Although this is the documentation of secondary programming, with an emphasis on severe disabilities, these "phases" can be generalized to other program areas and levels of education. During phase I, a functional,…

This guide presents a comprehensive framework for the development and provision of outdoor education and adventure programs for people of all abilities, including those who significantly challenge the service delivery system. Chapter 1 provides a rationale for the integration of disabled persons into outdoor education and adventure programs, and…

This manual puts forth strategies for integrating students with severe disabilities, which have been successfully implemented by administrators and teachers in public schools. A sequential set of suggestions and practical examples to help administrators plan integration policy is also featured. The first chapter describes a conflict between a…

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…