The paper draws upon integration experiences and the literature from organizational theory to examine the process of change. Initiation, planning, implementation, administration, and advocacy are discussed as they pertain to efforts to include students with severe disabilities in regular schools and classes. (Author/DB)

The paper provides an overview of issues concerned with individual student differences including disabilities. Such issues concern: philosophical dilemmas in individualization, needed changes in methods instruction, effective inservice training and individualization, and state and university partnerships. (DB)

This case study describes a boy diagnosed at age three as having Asperger syndrome. The study focuses on behavioral and developmental problems associated with the syndrome and discusses how these were managed to help the child function in normal educational settings. The distinction between Asperger syndrome and high-functioning autism is also…

The article reviews two issues in special education service delivery and the impact on children with visual impairments: the Regular Education Initiative and the Least Restrictive Environment. The concept of "educational deficit" as a requirement for services is seen to be inappropriate for this population. (Author/DB)

The theme and topic of students with special needs should be examined from social theoretical platforms, rather than special education frameworks; a sociopolitical approach based on discourse theorizing is especially useful. Recent research shows that the students with special needs concept is an invalid approach to educational equity. Includes 63…

Integrating infants with visual impairments into playgroups for nonhandicapped infants and their parents has been successfully accomplished and offers benefits to both infants and parents. A model demonstration project, "Parents and Visually Impaired Infants Project," integrated infants into a community program involving play, music, and…

Five assumptions are inferred from the literature concerning the roles and responsibilities of elementary regular classroom teachers in educating low-performing children. These assumptions are used to define the target group of students most aptly served in regular classrooms. Models of partnership between regular education and specialized…

Elementary-school learning-disabled, emotionally disabled, educable mentally retarded, and nonhandicapped students (N=122) were observed during written language instruction, to document writing tasks and student responding. Extreme variability was found in the amount of time individual students spent in writing activities or in receiving written…

Low socially accepted learning-disabled intermediate-grade students (N=86) were paired with 86 high socially accepted, nonhandicapped classmates for 8 weeks in 4 groups: mutual interest group, cooperative academic task group, Hawthorne effect/control group, and classroom control group. Evaluated were changes in classmates' ratings of…

This paper discusses the meaning of cooperative learning, essential elements required to ensure that cooperative groups are productive, teacher's role in structuring cooperative learning groups, impact of cooperation on learning outcomes, ways cooperative groups may be used, and methods for integrating special education students into cooperative…

The article describes the MAPS (Map Action Planning System) to plan for and facilitate successful placement of almost all children in regular classes. Application of the system with a severely mentally retarded child integrated into a Canadian seventh grade is reported. (DB)

The survey of the prevalence and needs of exceptional students in Queensland (Australia) Catholic primary and secondary schools (N=235) had such findings as 3.13 percent of school children had disabilities, 12.8 percent had learning difficulties, more support services were needed, and principals and teachers expressed positive attitudes toward…

The article describes a social skills training group for 10 British autistic children (ages 9-16 years) which aimed to integrate them into the regular classroom. The weekly sessions were held over 4 years and followed guidelines of G. Mesibov and S. Spence. (Author/DB)

An investigation into the integration of child with moderate learning difficulties in secondary schools in four Welsh counties found that two authorities had effectively mainstreamed considerable numbers of children, while others showed lack of clear policy statements, lack of planning, and less than full commitment to integration. (JDD)

The response to previous articles on the Regular Education Initiative looks at the definition of learning disabilities, identification, mainstreaming of mildly handicapped students, attitudes of general educators toward high risk students, the importance of prevention at the elementary level, and delivery systems. (DB)