Models of support for students with disability and learning difficulties in mainstream classes in Australia rely extensively on teacher assistants (TAs). Current models, however, inadvertently perpetuate low expectations because providing TA support can be one of the most restrictive supports offered in a school [Giangreco, M. F. 2010a.…

The inclusion of students with autism and other special needs into the general education curriculum continues to be a challenging process for school communities in the United States of America (US) and, increasingly, abroad. Although inclusion continues to be a challenging process for those involved, the global demand is growing. Traditionally,…

The application of the multiple talent model in special programs for the gifted is discussed in the context of a comprehensive program model as defined by J. Renzulli's triad model. (Author)

Equipping regular class teachers with skills necessary for coping with problem situations is recommended as an alternative to special classes for children with relatively mild behavioral, emotional, or learning problems. (KW)

Cautions and considerations for developing and implementing instructional models for students with learning and behavioral problems are examined in view of the need for keeping students as close to the least restrictive alternative as possible. (Author)

The reference handbook is the product of an Iowa Department of Education, Bureau of Special Education project entitled "Accommodation Strategies." The project attempted to: facilitate mildly handicapped students in regular education through the development and utilization of unique educational strategies; enhance cooperative endeavors between…

The multimodal model of counseling has made contributions in two areas: (1) improving the counseling of children, adolescents, and adults; and (2) improving educational processes of various kinds including mainstreaming, psychological education, parent and teacher effectiveness training, career education, and assessment. (RC)

This study of two sixth-grade classrooms (containing general, remedial, and special education students) evaluated teacher planning, curriculum content, classroom instruction, student perception, and student assessment. The study suggests the need for a carefully defined model for serving students with special needs in content classes, with clearly…

General and specific strategies useful in facilitating an integrated educational environment for children with severe disabilities are presented. Strategies include, among others, identifying and facilitating natural supports, using a participation approach, demonstrating success locally, recruiting collaborators, communicating with all members of…

This paper reports on a multiple case study of building administrators in a suburban school district in Oklahoma which implemented a unitary system of inclusion of students with disabilities in age-appropriate regular classrooms. The study focused particularly on how administrators developed shared meanings during the change process. Data were…

This report claims that the special education system in the New York City public schools is by nature segregated and second rate. It offers recommendations for achieving a more inclusive, effective education for all children. Data are presented to support the charge that special education students are educated in restrictive and racially…

This guide presents a model for designing an early childhood program that educates children with and without disabilities in the same classroom setting. Its system of instruction is developmentally appropriate for preschool children and provides effective early intervention for young children with disabilities. It focuses on creating an…

This booklet introduces Project Prepare, a competency-based model for inservice or preservice personnel preparation in early childhood special education. Each of the nine Project Prepare modules focuses upon a cluster of competencies (knowledge, skills, and attitudes/values) needed by personnel working with young children who have disabilities.…

This paper proposes a five-step model intended to meet the needs of gifted students in the context of the mixed ability reality that most teachers in regular classrooms encounter. The model consists of five steps each of which has several components. The steps and components are: (1) acceptance (initiatives must start out small and sound to be…