A qualitative case study design was used to investigate the extent that special education program serves the student or serves the organization. If special education serves the student, then a researcher should be able to identify resulting agency and emancipation among the students. However, if special education is serving the organization, then…

Background: Inclusive education/mainstreaming is a key policy objective for the education of children and young people with special educational needs (SEN) and disabilities. Aims: This paper reviews the literature on the effectiveness of inclusive education/mainstreaming. The focus is on evidence for effects in terms of child outcomes with…

The purpose of this study was to investigate preservice teacher candidates' attitudes and confidence levels in working with students with special needs. Confidence levels have been shown to increase with training, exposure to specific situations, and knowledge utilizing explicit interventions. Also examined were the strengths and improvement of a…

Background: Over the past 20 years or so policy and practice on the education of children with special educational needs (SEN) has been aimed at placing increasing numbers of children in a mainstream school environment. Although this policy has been supported in principle by many teachers, parents and local authority officers, there has been much…

This study surveyed educators involved in mainstreaming students with disabilities into regular elementary classrooms, to determine their perceptions of the necessary characteristics of a successful mainstreaming program. Their responses were used to formulate a model for a mainstreaming program. The study began with a review of the literature and…

Examined were the effects of integratinq 14 trainable mentally retarded students (3-8 years old) into regular preschool programs. Nine questionnaires measuring attitudes and behavior were completed by teaching staff and parents, and anecdotal records were reviewed. Teachers showed a positive gain in attitude toward integration, where a control…

A longitudinal followup study of 88 deaf children (6-to 16-years-old) who were former students in an oral preschool program was conducted to compare the characteristics of those who went on to regular education and those in special education classes. (LS)

The study compared two groups of fourth grade special needs children differing in mainstreaming experience--one group was currently receiving more segregated instruction than they had the prior year and the other group was receiving less. Variables investigated included measures of their attitude toward school, social acceptance by regular class…

The document contains technical papers on the Pilot Models for Mainstreaming Students with Behavior Disorders project which served 124 secondary students. The first paper presents the results of a factor analysis of the Student Referral Form used in the project which revealed six basic factors (socialization, anxiety, authority, activity level,…

Described and evaluated are four alternative tutoring models for delivering supportive educational services to elementary grade learning disabled children in regular classes. Discussed are problems of individual programing and models such as the "Cascade of Services" to provide for differing educational needs. It is explained that the alternative…

The historical review places mainstreaming of exceptional children in the context of special education developments since World War II and recent legislation. The period since the War is noted to have produced an expansion of special education services. Among pressures described for changing the emphasis on special class placement are the…

A peer tutoring system was used to improve the math skills of nine eighth grade students in a mainstreaming program. Ss (whose math skill deficits ranged from 3.8 to 6.6 years) met daily with peer tutors for one half hour of instruction from the Sullivan Associates Programmed Math series. Achievement rates after 3 months ranged from 4.8 months per…

Examined was the relative effectiveness of four Ontario programs in integrating 195 hearing impaired elementary and secondary students into regular classrooms. Ss in settings classified as full integration, integration with itinerant help, partial integration, and partial segregation were given tests of hearing threshold, aural and oral…

Guidelines for effectively integrating learning-disabled or behavior problem students into regular classrooms are discussed. They include meetings between regular and special education teachers, class rules, discipline, clear directions, individualized instruction, direct instruction for skill acquisition, peer tutoring, structured activities,…

The article presents evaluation data on Project RETAP (Regular Education Teachers and Principals), an inservice program focusing on competencies for successful mainstreaming of mildly handicapped students. Findings are reported in terms of teacher and student outcomes based on participation by 25 kindergarten through sixth grade teachers. (CL)