Recounts results of project SOUL (Society of Unlimited Learning), a successful program implemented in the summer of 1968 to support black students. Provides a portrait of the unsuccessful student in the successful program. Establishes the value of speech communication education for culturally diverse students, the sustaining effect of speech…

The friendship status of 58 preschoolers with disabilities in inclusive child care settings in North Carolina was examined. The majority of children were found to have at least one friend. Associated factors included diagnosis, developmental level, behavioral characteristics, characteristics of the friend, similarities between the child and the…

Claims that long-term benefits of quality preschool programs include increased IQ scores; decreased time spent in special education classes; reduced education costs, crime and delinquency, and teen pregnancies; and improved socialization. Discusses definitions of integration, inclusion, mainstreaming, and LRE (least restrictive environment) and…

This article argues for allowing disabled athletes to participate in interscholastic events in the most inclusive setting possible. A continuum of opportunities is described with benefits to all participants, disabled or able-bodied. Suggestions for coaches are offered including dealing with the issue of competition. An insert includes excerpts…

Updates a 1993 article describing two successful full-inclusion cases involving disabled students. In a 1994 case, a disruptive junior high student with Attention Deficit Hyperactivity Disorder and Tourette Syndrome was placed temporarily in an off-campus, self-contained program. The Ninth Circuit Court affirmed the trial court's decision…

Deinstitutionalizing the mentally ill failed because proper implementation required large-scale societal changes. Dumping disabled kids into regular education without appropriate supports could mirror that fiasco. Inclusion can help create a sense of community through promoting acceptance and respect among classmates. The Social Awareness-Social…

Presents an argument for the collaboration of science educators and special educators based on a new collaborative model that recognizes the critical importance of the science context in determining appropriate pedagogy for students with disabilities. Contains 11 references. (JRH)

Discusses special needs students from a Big6 perspective. Topics include inclusion versus mainstreaming, diverse student needs, time needed to plan, time to teach and help students, academic and social learning, and examples of possible actions that provide various options and alternatives to meet student's needs. (LRW)

Determines whether the integration of reading and computers will improve ESL (English as a second language) students' reading skills. Discusses creation of a new computer applications class for ESL students at an urban schools in the Northwest United States. Notes dramatic improvement with ESL students with limited English skills. (SC)

Discusses experiences of team teaching a sixth grade collaborative mathematics class that included special needs students. Discusses class assignments and the use of portfolio grading, and the success of special needs students in completing homework and working collaboratively. (JPB)

Analyzes the discourse used when dealing with educational integration via legislation, highlighting philosophical and political solutions used as the basis for new legislation regarding education for children with special needs in Slovenia. Emphasizes the importance of considering parent, teacher, and student attitudes toward inclusive education…

This study investigated the social integration of fifth-grade children with emotional disabilities in the educational setting. Results suggest that children with emotional disabilities benefited from their participation in the school setting. Able children participating in the study also benefited from their interaction with special-needs…

This study describes a social validation of appropriate roles and responsibilities for teaching assistants (TAs) in inclusive classrooms using a self-report survey completed by general education teachers, special education teachers, and TAs. Factor analysis suggested five major role components including: instruction, school support, liaison,…

This article describes a classroom data based, total immersion, augmentative communication intervention with a nonverbal and behaviorally and cognitively challenged adolescent with autism. The use of a natural aided language approach and picture communication boards resulted in increases in communication and positive behaviors and participation in…

Delivery of related services in elementary schools varies between pull-out, push-in, and consultative models of service delivery. One method that proved successful at an elementary school in suburban Philadelphia was room sharing between the occupational therapist and the learning support teacher. The occupational therapy services were…