Some researchers have characterized Universal Design for Learning (UDL) as a promising framework to provide diverse students with access to the general education curriculum, but to what extent and how have UDL-based interventions fulfilled that promise? The purpose of this review was to analyze studies that investigated impacts of UDL-based…

This case study examines how individuals construct definitions of handicapped and mainstreaming. The effect of these definitions was examined through interviews and observations of the peers, parents, and educators of a fifth-grade mainstreamed boy with disabilities. Results found that frames of reference can have a substantial impact on program…

Discusses the difficulties in conducting a case study on the attitudes and beliefs that individuals held about mainstreaming a boy with disabilities, including changes in terminology, methodological dilemmas, and discrepancies between the definitions that participants explicitly shared and observations of their interactions with the boy. (CR)

Social competency deficits are a core feature of autism spectrum disorders (ASDs). During the past several decades, a number of social skill interventions for students with ASD have emerged. However, over the past five years, three converging issues have brought increased attention to the need for social competence programming: (1) increased ASD…