The purpose of this qualitative descriptive study was to explore how teachers described the integrative interactions, practices, and supports implemented as aligning with the IEPs when supporting students with significant and profound cognitive and physical disabilities in the general education environment. This study connected to the social…

Inclusion as a vast-growing practice commits teachers, the central pillar of the inclusive education, to maximize learning outcomes for all learners. In spite of voluminous research on inclusion and the critical role of teachers in its successful implementation, there remains a paucity of research on EFL teachers' practices for students with…

In South Africa, scholarship on the teaching practice learning experiences for students with disabilities is a relatively new area of sociological inquiry. Social justice arrangements in the South African Higher Education policy frameworks identify the equity imperative as being of critical importance for social redress and transformation for all…

The kinds of disabilities people experience frequently require "special" approaches to accommodate them in inclusive environments. In general, these people include students with physical disabilities and other health impairments. In a bid to provide diverse educational services for these students, scholars, educators, and government…

Twice-exceptional (2e) learners have often been misunderstood, disciplined, unchallenged, and left behind. Even as awareness of 2e students has grown, educators are still in need of practical tools to recognize and support their twice-exceptional students. This book answers that need, providing teachers with accessible information about…

Today's classrooms contain students with a variety of needs. Although teachers work to differentiate and meet the needs of diverse students, inclusion of students with physical disabilities can present multiple obstacles in science classrooms. However, with advanced planning and strategic accommodations, the needs of these students can often be…

With emphasis on inclusive education, many music teachers interact with children on the autism spectrum within regular classroom settings. Many of these teachers rely on rote learning to teach a variety of musical skills. This creates difficulties for children on the autism spectrum who respond differently to imitation than their typically…

This paper characterizes educational strengths and needs of children with cerebral palsy (CP) and connects research findings from the University of Michigan's Adapted Cognitive Assessment Lab (ACAL) to current special educational requirements. It acknowledges the uniqueness of educating a child with significant motor and communication disabilities…

Presenting a chapter from the author's book "The Last Straw: A Handbook of Solutions to School Behavior Problems," this article discusses physically disabled students in terms of accepting responsibility, feeling needed in the classroom, and developing basic skills. Numerous categories of disabilities are discussed. (JC)

This paper aims to address two related themes. The first theme is the current provision for practical skill development for disabled dance students within Higher Education in the UK, and the extent to which inclusive pedagogical approaches challenge conceptions of the disabled body, both within and beyond dance. The second theme draws on the first…

The authors present a checklist designed to help preschool and kindergarten administrators and teachers build confidence in their ability to be inclusive and to increase their awareness of the needs of children with disabilities. Teachers can use the checklist to prepare for the inclusion of a child with a disability. "Identifying potential…

An art teacher describes some of her techniques for working with trainable mentally retarded (TMR) students who are also physically disabled. Included are lesson planning, student needs, and adapted materials. Part of a theme issue on art education for children with special needs. (SJL)

This article provides school personnel with considerations for facilitating the successful management of students who are technology-dependent in the classroom and school environment. Guidelines based on student needs, instructional strategies, staff training, and organization of the physical environment are provided. (Author/PB)

The main kinds of difficulty experienced by disabled students and the many practical ways they have been approached are summarized. The important role played by the Open University, given necessary resources and sufficient flexibility, is meeting the needs of students who would otherwise find study almost impossible. (LBH)

This annotated special bibliography lists materials for community, student, and teacher needs assessment related to curriculum planning and revision. A few examples from the fifty-four entries follow: "All About Me,""It's About Time Visual Impairment Came Out into the Open,""New Dimensions in Career Development for the Disadvantaged,""Special…