This study of English (United Kingdom) local education authority (LEA) data reports on the number of pupils (ages 5-15) with disabilities in special schools and ordinary schools for 1993, 1994, and 1996. Results indicate: (1) the overall percentage of pupils in special schools decreased from 1.49 percent in 1992 to 1.46 percent in 1993, to 1.45…

This paper examines some of the emotional issues that can interfere with teachers' professional skills and abilities to reflect on what they are doing in a non-emotional, non-judgmental way. For example, the recent move to include students with disabilities in mainstream classes has placed stress on many teachers, making them feel overwhelmed,…

This study examined the achievement patterns of former English Language Learners (ELLs) and explored whether time-related variables (length of program participation, grade level exited, and length of participation in the mainstream classroom) play a significant role in predicting academic achievement patterns for these exited students. The study…

This paper helps mainstream teachers and administrators demystify English-as-a-Second-Language (ESL) education, providing techniques to help immigrant students make sense of English and their new culture. Ten chapters examine the following: (1) "We're Moving to Where?" (how it feels to move to a totally alien environment); (2) "The Essence and…

This paper focuses on the difficulties faced by rural school districts in their efforts to serve children with severe multiple disabilities. Both historic and contemporary views on mainstreaming and inclusion of students with multiple disabilities are presented. Concerns of educators about the inclusion of such students center around the amount of…

The report is designed to present relevant demographic and program data on the provision of special education services to eligible students in Washington State. Program decisions in special education must be data-driven to enable to adequately respond to the accountability concerns inherent in No Child Left Behind and other important federal and…

The social position of integrated and segregated educable mentally retarded (EMR) elementary level children in a traditional school building was compared to the social position of a similar group of EMR children in a no-interior-wall school. (Author/MC)

The study determined the sociometric status in elementary school regular classes of 40 former special class educable mentally retarded children who participated in an integrative resource room program. (Author)

Twenty-nine 10-year-old educable mentally retarded Ss in a resource room program were matched on age, intelligence and reading level (preprimer) with 41 special class controls to determine the efficacy of the resource room as an alternative to special classes. (MC)

Presented is a rebuttal to six responses to a paper recommending the resource room model in special education. (DB)

Of 120 educable mentally retarded (EMR) elementary and middle school students who had been dismissed from special education classes four years previously, 50 were not rereferred for further evaluation and 70 were. Among characteristics that appeared to differentiate the groups were grade level and sex. (CL)

The Special Opportunities Program (SOP) at the Kendall Demonstration Elementary School in Washington, DC, serves hearing impaired students (two to 14 years old) who have special learning problems on additional handicaps, including developmental disabilities. The SOP is also integrated with the regular program, which eases mainstreaming. (SEW)

An interview with early intervention specialist Diane Bricker focuses on such questions as the effect of federal cutbacks for early childhood education, status of mainstreaming for preschoolers, effective intervention models, successful parent involvement, curriculum development and evaluation, and learning in the at-risk infant. (CL)