Implications of the regular education initiative for behaviorally disordered students are examined in the context of integration and right to treatment. These students are underserved, often cannot be appropriately served in regular classrooms, are not welcomed by most regular classroom teachers, and have treatment rights the initiative does not…

Parents (n=105) and teachers (n=41) of year one Australian students were surveyed concerning attitudes toward mainstreaming. Attitudes of parents/teachers at a mainstreamed school were more negative than attitudes at a school without mainstreaming, yet an association was found between amount of experience with disabled children and positive…

The Cognitive Academic Language Learning Approach, designed for limited English proficient (LEP) students who are being prepared to participate in mainstream content area instruction, provides transitional instruction at intermediate and advanced English-as-a-Second-Language levels through three components: a curriculum correlated to mainstream…

Ten problem areas associated with research conducted with the Adaptive Learning Environment Model (ALEM) are delineated. Concerns about the implementation of this model in an effort to improve the interfacing of regular and special education are expressed in four areas: generalizability, level of learning, personnel and funding, and practical…

The article presents findings of a study of integration of students with special needs in Australian schools. Considered are the philosophical, legislative, and policy bases; administrative organization; and funding structures from which the implementation of policy is proceeding. Differences and commonalities among Australian states are…

Results of an attitude survey completed by 273 regular class teachers in British Columbia indicated cautiously positive attitudes toward the effects of mainstreaming on regular children, exceptional children, and classroom teachers. Differences on specific teacher-related variables were noted (e.g., females expressed more positive attitudes, high…

Changing the presentation of a lesson can clarify instruction for the mainstreamed learning-disabled student and reinforce instruction for other nondisabled students. Examples are given of modifications for language arts activities, including adaptations for oral language, reading, writing, and language process and grammar. (CB)

Examines developments related to people with disabilities, many of whom are realizing the goal of full participation in community life, moving away from special institutions and other more restrictive settings. Notes that social, political, and technological developments have sustained this movement. Advocates commitment to basic beliefs and…

The article reviews the history of public policy, legislation, and services affecting learning disabled children in the context of professional differences concerning definitional issues and anxieties about current initiatives to serve learning disabled students in the regular classroom. The need for solid research on effective instruction with…

A survey of 50 state special education agencies examined the preparation that regular classroom teachers received to work with exceptional students. The survey found that 33 states had certification requirements requiring some exposure to the needs of exceptional students, 16 states had no requirements, and one state anticipated having a…

The study examined motives and decisions of 74 German parents of handicapped children in choosing different preschool settings. Results indicated that choice of an integrated or segregated preschool is largely determined by family background and information seeking behavior and reflects specific family needs. (DB)

Parents must work actively with teachers to encourage the social integration of disabled children in mainstream classrooms. The ability to initiate and maintain positive peer relationships is necessary for healthy cognitive and social growth in all children, and it helps the disabled helps to overcome destructive cycles of rejection and isolation.…

The classroom participation of mainstreamed hearing-impaired college students was examined in relationship to student background, communication characteristics, and academic progress, and was compared to that of normal-hearing students. The relative degree of hearing loss per se was not related to participation but hearing-impaired students…

A survey of 50 vocational and industrial education teachers revealed that most had taught handicapped students and felt a need for a required undergraduate course in vocational education of handicapped students. Their training priorities included (1) vocational assessment, (2) helping organizations, (3) laboratory adaptation, and (4) policies and…

The position statement defines and describes a regular education/special education initiative (RE/SEI) and offers recommendations for its implementation. RE/SEI is seen as a system of integrated planning, delivery, and evaluation of the effects of services to all students. (CL)