The Regular Education Initiative is analyzed from a speech-language pathology perspective. The problem and controversy are explained, current research in several states on appropriate models is briefly described, and speech-language pathologists are encouraged to become involved. (DB)

Two hearing-impaired children, aged three and five, were observed in free play as they alternated between integrated and segregated settings. Results indicated that the level of cognitive play was not consistently influenced by the social setting, and that the children engaged in more socially advanced play in the integrated setting. (Author/JDD)

The article presents an historical review of specialized education for blind and visually impaired children in India and specifically addresses the issue of mainstreaming these students into integrated settings. Data and discussion of rural education projects and teacher training programs are outlined. (Author/DB)

This article addresses integrated education for disabled students from both legal and educational perspectives. Variables critical to integration, including the influence of the media, the need for increased dissemination of legal and educational findings, the need for well-developed individualized education programs, and a critical examination of…

A "Think Tank Discussion Program" was an effective means for promoting interaction among seven non-handicapped students and a profoundly hearing impaired student as well as providing a small group alternative to whole class discussion. The hearing impaired student's contributions were stimulated by comments from other students and the program…

The article describes a program at Connahs Quay High School in Wales (United Kingdom) which integrates 18 moderately disabled students and about 100 mildly disabled students into the regular school program. The support system includes a special needs coordinator, liaison with primary schools, and an active role by the school psychologist. (DB)

Examines the practice of mainstreaming students with disabilities into regular classrooms. Also examines the practice of full inclusion, which keeps such students in regular classrooms for as much of the school day as possible, avoiding extensive use of "pull-out" programs. (MDM)

An integrated preschool physical education curriculum to serve children with and without disabilities is detailed, including the five-step curriculum development process, the developmental and functional characteristics of the curriculum, and facilitation of social integration. A table lists the curriculum's goals and objectives. (DB)

An elementary principal discusses his own son's learning disabilities and explains how schools can engage parents in setting special needs students' individualized education programs. As a parent, he went through four stages: separation anxiety, role confusion, concern about the future, and partnerships with teachers. Educators must recognize each…

Compares costs (for instruction, administration, transportation, and staff development) related to inclusive programs in four pilot elementary schools with costs for traditional special education services in nine other elementary schools in the Greater Clark (Indiana) School District. The fiscal analysis found both programs equally cost-effective.…

This article considers the appropriateness of full inclusion for all students with learning disabilities. It clarifies the relevant terminology and examines the premises and assumptions of full inclusion. Preservation of the continuum of alternative placements for students with learning disabilities is recommended. (Author/DB)

Focuses on expanding childhood programs to accommodate deaf, hard-of-hearing, and hearing children: in-service training; the addition of staff who can communicate with the deaf and hard-of-hearing children; and with physical changes. Modifications to aspects of the environment are discussed. (LZ)

Educators can take several practical steps to increase the success of inclusion for troubled students and their classmates and teachers. The five basic needs of problem students are discussed, along with strategies for meeting their basic needs and dealing with disruptive classroom behavior. (CC)

A study was conducted over a 15-week period during which 6 preschoolers made weekly visits to a day-care center. There was little spontaneous cooperative play between day-care children and children with disabilities. Students with disabilities showed increased social and play skills. (LB)

Interviews with 19 general education teachers of grades K-9 found that, despite teachers' initial negative reactions to placement of a child with severe disabilities in their classrooms, 17 teachers described positive transforming experiences and identified benefits to the students with disabilities, their classmates, and the teachers themselves.…