The notion of the continuum is applied to special education in diverse contexts across many nations. This article explores its conceptual underpinnings, drawing on a systematic search of the literature to review recurring ideas associated with the notion and to explicate both its uses and shortcomings. Through a thematic analysis of the…

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The paper reviews the literature defining "mainstreaming," notes that mainstreaming is not the wholesale return of exceptional students from…

The author states a definition of mainstreaming and lists 30 underlying principles of mainstreaming, then describes 17 models ranked as most successful (e.g., the resource plan--most commonly used) by special education directors who responded to a national survey. Noted is importance of ongoing inservice education and individualized teaching. (MC)

Discusses an activity-based approach to working with children with disabilities. Suggests that the strategies and planning involved in including a special needs child in an early childhood setting are the same as those used for planning programs for any child, but require a greater amount of detail. (HTH)

This paper considers the definitions of inclusion for deaf students, in particular those relating to the general education class model. Some of the findings of a recent study by the authors of deaf students in regular schools are used to reflect on current policies and practices and how these relate to the implementation of inclusion in Australia.…

The report presents recommendations from a 1981 meeting sponsored by Unesco (United Nations Education Scientific and Cultural Organization) on the topic of integration of severely/multiply handicapped persons into general and vocational education. A summary of discussion topics addresses terminology; the concept of integration--its advantages and…

A review of the legal basis for and a model of operationalizing definitions of handicapping conditions is presented along with a trend analysis of the association between operationalized criteria and stability in incidence rates. The role of Public Law 94-142 (the Education for All Handicapped Children Act), Public Law 93-380, and Section 504 of…

This monograph provides a review of the literature on the transition of students with disabilities into the adult world and an analysis of various models of transition that have emerged in western Europe in comparison with those in the United States. An introduction identifies key definitional issues in transition: defining the population,…

The guide contains general information on mainstreaming the mildly handicapped child in the regular class and appropriate instructional materials and media. Topics considered include fears of educators and parents about mainstreaming, a model of a continuum for the delivery of special education services, characteristics (with corresponding…

This report describes a study which identified concerns and questions of general and special educators about inclusion and effective strategies for operating a successful inclusion model. Seven pairs of special and general educators in elementary and middle schools comprised the primary study group. Study group pairs interviewed their faculties…