This paper discusses research on cooperative learning, shows how it can help meet student needs in heterogeneous classes, addresses how to overcome potential problems, and offers implementation guidelines. It also provides a framework for initiating cooperative learning in ways that reduce or eliminate resistance. (Author/JDD)

A survey of the perceptions and opinions of 381 special and regular educators found that pullout programs are favored over Regular Education Initiative implementation for elementary students with mild disabilities. Survey data were analyzed into 14 categories such as teachers' responsibility and ownership, teacher preparedness for meeting student…

A whole-language approach for integrating language and content and thereby facilitating students' transition from English-as-a-Second-Language to college mainstream classes is presented as an alternative to traditional as well as new models. Particular focus is on how the model works and the benefits of using such a model. (15 references) (JL)

This study, based on observation of 28 children with autism in an integrated preschool, explored whether differing levels of autistic behavior were associated with the presence of nondisabled children or with the presence of other children with autism. Results indicated significantly decreased levels of autistic behavior corresponding to the close…

This article synthesizes 55 Quebec (Canada) pilot projects on mainstreaming of pupils with learning disabilities, behavior disorders, physical or sensorial handicaps, or mental handicaps, at preschool and elementary levels. It focuses on extent of integration, interventions, training and support for teachers, and evaluation methodology used.…

This observational study of three preschool children with profound disabilities in an integrated setting revealed frequent opportunities for peer social interactions and indicated that subjects engage in interactions of comparable length to those of nondisabled peers. The importance of helping young nondisabled children understand and respond to…

This study examined placement patterns of students with severe disabilities in three states, to analyze factors influencing national monitoring and reporting of least restrictive environment issues. The study found that the means by which states collect child count data to report to the federal government are inadequate to meet present…

Special education teachers (n=158) of students with severe disabilities indicated that they believed that friendships between their students and nondisabled peers are possible and beneficial to both and that such friendships are more likely when students are partially mainstreamed. However, teachers felt that functional skills are better developed…

This article compares residential and day school programs for children with blindness, from the perspective of a special educator with 50 years' experience. The roles of mainstreaming and teacher education are also considered. Four specific suggestions are offered for strengthening cooperative efforts between residential and day programs. (JDD)

This article reports the experiences of one school district as it moved from serving students with severe disabilities in segregated programs to a full inclusion model. Year one focused on getting started, planning, and beginning integration efforts and year two on implementation of a structured peer integration program. Applicability of the full…

This article addresses system-level, teacher-level, and child-level concerns to be addressed if efforts to operationalize the Regular Education Initiative are to be given a reasonable scientific test. Diagnosing current teacher competencies and improving upon relevant skills is seen as crucial to the attainment of child-level objectives.…

This paper reviews the research bases for components of the resource/consulting teacher (R/CT) model, including use of curriculum based assessment, direct and data-based instruction, criterion-referenced mastery learning, stages of learning development, applied behavior analysis, and school consultation. (Author/DB)

The article reviews theoretical and research bases for the design and effects of the adaptive instructional approach for students with special needs in the regular classroom. Research indicates that the program can be implemented in a variety of school settings when supported by systematic staff development and organizational support. (Author/DB)

This article on educating students with dual sensory impairments describes administrative and instructional strategies and effective use of personnel. Mainstreaming is advocated, and specific examples are given of practical intervention strategies for accommodating sensory impairments in integrated academic and social settings, such as tactile…

This paper describes work being conducted at the Douglass Developmental Disabilities Center of Rutgers University, focusing on the center's research findings which support the value of group-focused, language-based, integrated programing for preschool children with autism. (Author/JDD)