The notion of inclusion has gained momentum worldwide, with most countries around the world embracing inclusive policies in their educational systems. However, there is still an ongoing debate as to what is inclusion and hence, the consequent challenge of coming up with an agreed definition, which could then be used to plan for and subsequently,…

The "Individuals with Disabilities Act," "No Child Left Behind Act," and "Individuals with Disabilities Education Improvement Act" call for educators to work together to teach special education students in an inclusive setting. In this regard, research supports the use of co-teaching by general and special education…

If classroom teachers are among the greatest determinant of student learning, then teacher preparation programs have a role to play improving educational outcomes for struggling learners. There are currently three established teacher preparation program models: (1) "discrete"; (2) "integrated"; and (3) "merged." In the "discrete" model, which is…

In rural Joshua Independent School District (Texas), students with mild disabilities were included in regular kindergarten classrooms. The special education teacher and kindergarten teachers developed a program in which 5-year-old children who qualify for Preschool Programs for Children with Disabilities (PPCD) are placed in regular and…

During the 1992-93 school year, Billings School District #2 implemented full inclusion of students with disabilities at Garfield Elementary. A Regular Education Initiative Committee of district administrators, teachers, board members, parents, community representatives, and Eastern Montana College faculty met on a regular basis to study the…

Several issues must be addressed in the process of developing inclusive education in China. This paper reveals that the relevant stakeholders should deal carefully with the relations between universalization and quality enhancement, "learning in a regular classroom" (LRC), and the physical and psychological development of the students.…

Research published in April 1989 by H. L. Rich and S. M. Ross is reconsidered. Naturalistic observation of students in resource rooms, classrooms, special classes and special schools were used and results found resource rooms inherently flawed, a finding considered in this article to be unsupported by study data. (PB)

In response to criticism (EC 600 437), H. L. Rich and S. M. Ross defend their research published in April 1989. Naturalistic observation techniques used are discussed, conclusions regarding the regular education initiative supported, and findings concerning drawbacks of resource rooms reiterated and clarified. (PB)

Examined music educators perceived status of mainstreaming in Iowa and Kansas. Results indicated lack of consensus among music educators concerning effectiveness of mainstreaming. Revealed few differences among the responses from music educators who work with mainstreamed students. Found a need for clear instructional objectives for disabled…

The Achieving Membership Program in Forest Lake (Minnesota) attempted to develop, document, and evaluate district level, building level, and child team level strategies to achieve full inclusion in regular schools for elementary-aged students with severe disabilities. The 3-year program had three main components: (1) establishing model…

Class-Within-A-Class (CWC) is an inclusion program that has been in existence since 1984 at a midwestern suburban/rural school of approximately 1,200 K-12 students. Special and general educators collaborate in teaching both disabled and regular students in a regular classroom setting. Teachers participate in inservice programs covering effective…

An evaluation was conducted of a Michigan pilot project that sought to expand the activities of aides concerning promotion of least restrictive environment for students with disabilities. The evaluation consisted of a historical summary of the project, on-site observations, and analysis of follow-up evaluation instruments submitted by 49 general…

The monograph describes the co-teaching program in the L'Anse Creuse (Michigan) public schools, implemented at Middle School South, in which regular and special education teachers are paired to provide academic support to mildly impaired middle-school special education students within the regular education classroom. The program currently includes…

Project Blend, initiated in 1988, is a collaborative effort between the superintendencies of Alternative High Schools/Special Programs and Citywide Programs of the New York City public school system. The program brings general education students into facilities that serve only special education students. This reverse mainstreaming allows…

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…