This paper reports on a survey of parents of 29 British children who transferred to mainstream schools from special schools for pupils with moderate learning difficulties. Findings revealed greater satisfaction among parents and children where the children were transferred to a school using a mainly resource-based teaching model compared to…

Children's literature can be used to develop positive attitudes toward people with disabilities and to encourage positive peer relationships among children of different abilities. "Knots on a Counting Rope," a story about a Native American child, is especially recommended to explore themes related to diversity, family, self-image, and…

Literature-based guidelines for teaching science to students with disabilities include choosing appropriate curriculum materials; using effective instructional strategies (i.e., tutoring, cooperative learning, mnemonic strategies, self-monitoring); adapting specific science activities; and using effective assessment procedures. (DB)

This article first notes differences between least restrictive environment (LRE), inclusion, and mainstreaming. It then discusses the LRE mandate of the Individuals with Disabilities Education Act, reviews federal cases that have ruled on the application of the mandate, and concludes with an examination of principles from these cases and their…

The GCSE (General Certificate of Secondary Education) and A/AS-level examination results for 295 United Kingdom students with blindness/visual impairments were analyzed. GCSE data showed no difference between visually impaired and sighted students, whereas visually impaired students performed better than sighted students on A/AS-level…

This article analyzes research on children's perceptions of emotional and behavioral difficulties. Virtually all studies concur that peers hold negative views of externalizing behavior problems. Findings suggest that professionals need to target peer-identified behavioral and social skill goals and develop programming aimed at normalization to…

Special education is under fire from within and without. Full inclusionists and detracking advocates want to abolish all "separatist" special education settings and "unjust" disability categories, tests, and placements; politicians and school administrators deplore special education's high costs. However, mainstreaming efficacy…

Social relationships were assessed in four classes of young children which included students with developmental disabilities. Reciprocal, positive relationships were found between children with disabilities and their classmates. Social relationships varied according to individual differences in social status and social profile of the children with…

This response to an article by Bruce Taylor on inclusion of students with disabilities in regular classes argues that it is not possible to meet the needs of all children in the general education classroom and points out that inclusion is generally favored by advocacy groups for low-incidence disabilities and policymakers wanting to cut costs. (DB)

This review considers use of natural language instruction by early childhood teachers for children with language disabilities in inclusive environments. The following factors are addressed: child-centered approach, family involvement, classroom strategies, activity-based intervention, environmental influences, the function of play, preliteracy…

Discusses why inclusion is being proposed, who the children involved are, whether there is strong support for inclusion, when it will be implemented, how the classroom teacher's role will change, and whether it will work. (SR)

Assessment and intervention of an eight-year old with attention deficit hyperactivity disorder who displayed disruptive behaviors during academic instruction involved three phases: (1) a brief functional analysis; (2) a curriculum-based assessment; and (3) an intervention derived from the assessments. Results showed an immediate reduction in…

This article describes three field-tested approaches to planning educational programs in inclusive settings for students who are deaf-blind, making decisions about support services, and developing lesson accommodations to include the students in typical class activities. (Author)

Optimum conditions for gifted students in regular classrooms are discussed, including the advantages of cluster grouping and curriculum compacting. The importance of providing positive teacher attitudes toward gifted students and promoting psychological safety for the student who is gifted are emphasized. Seven cognitive and affective classroom…

Interviews with 56 British children (ages 9 to 11) attending schools for pupils with moderate learning difficulties identified two key areas of concern for these children: (1) teachers as a liked aspect of special and mainstream schools; and (2) problems handling playground relationships. Overall, the children were supportive of their special…