Compared supported employment services in two programs: (1) Group Skills Training, a professional rehabilitation agency outside of the mental health center providing pre-employment skills training and support in obtaining and maintaining jobs; and (2) the Individual Placement and Support model, integrating clinical and vocational services within…

Provides ideas for applying the Learner-Centered Psychological Principles to meet the needs of special education students in inclusive classrooms, examining the perceptions of middle school students with and without disabilities about teacher practices known to enhance student learning and motivation for all students; and describing examples of…

Surveyed 252 teacher preparation programs nationwide and interviewed chairpersons of programs that used collaborative infusion approaches as a means of delivering special education content in preservice teacher education. One quarter of the programs used collaborative infusion in some form, generally to supplement other approaches. Chairpersons…

A study monitored the behaviors of three students (ages 7-9) with autism in inclusionary settings relative to paraprofessional proximity and classroom activity. Results are presented for on-task behavior, in-seat behavior, self-stimulatory responses, and inappropriate vocalizations. Data are also presented for interactions initiated by…

Highlights a music program for students with deafness that allows them to explore music in ways that are hands-on and visual. The formation of a sign choir that integrated students with deafness and hearing students is also described as well as an interactive deaf/hearing drama group. (CR)

Notes that determining the appropriate educational environment for students with special education needs can be problematic. Reviews the case of Rachel Holland which led to a four-part test (educational benefit, noneducational benefit, effect on teachers and students, and cost) to determine where best to educate special needs students. (RS)

Describes a research project on mainstream versus segregated education for special needs students, exploring whether research with children necessarily raises unique questions about ethics and methods. Claims that main complications arise not from children's inabilities but from the position ascribed them in society, and gives reasons for…

Describes professional development programs that lead to the creation of successful inclusive school programs, arguing that traditional professional development is often not effective and recommending that if professional development is to result in significant changes in teachers' classroom practices, these programs must be tailored to the…

Describes a research project at the Ontario Institute for Studies in Education which involved over 100 classrooms. The project targeted variables essential for successful inclusion and described the relationships among teachers, classrooms, and school characteristics necessary for effective inclusion. Lessons learned emphasized developing teacher…

Focuses on how music teachers can meet the needs of students with disabilities. Discusses the importance of planning ahead, how to arrange the classroom, methods for modifying the rehearsal, how to teach the students good vocal techniques, and strategies for dealing with disruptive behavior. (CMK)

This reprint of a 1978 article considers identification of the academically gifted, common learning characteristics of the academically gifted, and meeting the needs of the academically gifted in the regular classroom. It urges enrichment of regular classroom programs for the benefit of all students. (Contains references.) (DB)

Describes the inclusion of students with disabilities into general education classes in the United States, focusing on physical education and examining relevant legislation and applications to physical education. A rebuttal asserts that physical educators must "let go of historical rhetoric," suggesting that guidelines and legislation…

Examines how 18 school principals and assistant principals from 4 midsized school districts understood the meaning of inclusion and what processes (restructuring or reculturing) they would use to implement inclusion in their schools. Concludes that principals' inclusion implementation strategy focuses on school restructuring rather than…

This article presents a four-step strategy for developing Individualized Education Programs (IEPs) for severely disabled learners based on principles of age-appropriate participation in regular classes and special education and related services provided in the regular school environment. Stressed are integration, individualization, teamwork,…

The article reviews the development of mainstreaming for children with disabilities in Canada and reports on a survey of 24 faculties and schools of education in Canada. Among conclusions was that institutions are following a policy of gradualness in preparing teachers for mainstreaming. (DB)