This study addressed the experiences of primary school teachers in Türkiye regarding inclusion/integration and Individualized Education Programs (IEP). The study also addressed how mainstreaming/integration and IEPs might impact students without special needs and their parents. This qualitative study adopted a phenomenological research design. The…

As a result of the Individuals with Disabilities Education Act (IDEA; 1990), public school districts are required to provide appropriate services to preschool students who are at risk or who are experiencing developmental delays. These services are frequently offered in preschool programs for children with disabilities (PPCDs). PPCDs are generally…

Evaluation of the Social Integration Program (SIP) which provided mainstream services to 31 preschool handicapped children in Utah during its first three years found that SIP children made significant gains on educational and developmental tests and mastered a high proportion of individualized education program objectives. (Author/DB)

Individualized education programs for 48 students with mild mental retardation and behavior disorders attending integrated elementary and secondary schools were evaluated for current, appropriate practices regarding generalization, functionality, age-appropriateness, and curricular area of emphasis. Results indicated that, although appropriate…

A successful 3-year inservice training program for paraprofessionals, regular and early childhood educators was based on a modularized competency training model. Three modules were developed for each training group, with content including theoretical foundations, attitudes toward handicapped students, legislation, and planned observations of…

The authors consider the special education research studies conducted for the Special Education Department of the Dallas Independent School District. The Dallas evaluation model utilized a modification of the CIPP model which delineated four kinds of evaluation information: context (which describes the state of the world before intervention),…

To comply with the Education for the Handicapped Act, comprehensive needs assessments were conducted in Ohio relative to appropriate physical education programming in the least restrictive environment. Results from an assessment in an urban school district confirmed the belief that physical education teachers did not possess needed competencies…

The document is the third in a series of reports on progress in implementing P.L. 94-142, the Education for All Handicapped Children Act. Six chapters each address a particular question regarding implementation. Chapter 1 investigates the numbers and types of handicapped children being provided special education and related services, and examines…

The project manual was a product of the 3-year project, "Functional Mainstreaming for Success," (FMS) designed to develop a model for instructional mainstreaming of 162 handicapped children (3-6 years old) in community settings. The major feature of the project was development of a full reverse mainstreamed preschool program, which…

The manual is designed for training surrogate parents in identification, evaluation, placement, and programing for the handicapped child in Arkansas. General guidelines for the surrogate parent are listed, including meeting the child before requesting to see any school records, presuming that the agency has the child's best interest at heart, and…

This module (part of a series of 24 modules) is on the background and scope of special education. The genesis of these materials is in the 10 "clusters of capabilities," outlined in the paper, "A Common Body of Practice for Teachers: The Challenge of Public Law 94-142 to Teacher Education." These clusters form the proposed core…

Measurement and evaluation in physical education for the handicapped has been neglected due to a lack of knowledge on the part of physical educators concerning the fundamentals of the measurement and evaluation process, the diversity of physical education curricula, and the interpretation of test results of handicapped students. (JN)

Discusses integration of students with severe disabilities, noting that programing is superior in integrated settings as illustrated by students' Individualized Education Programs. Various assessment tools help determine the extent to which best practices are being adhered to while attending to the individualized programing needs of students with…

This guide presents principles for the effective integration of young children with disabilities into regular classrooms in Massachusetts. Planning for integration is discussed in terms of the responsibilities of the integration team (using either a multidisciplinary or interdisciplinary model), the role of the family, assessment of children's…

A major problem in mainstreaming and implementation of Public Law 94-142 has been in establishing evaluation criteria to determine appropriate learning environment placement. Providing appropriate education in the least restrictive environment is primarily the classroom teacher's responsibility, requiring decision-making based on these questions:…