This article considers the different ways that the United Kingdom's government, teachers, and academics think about inclusion. A working definition of inclusion is presented based on a system of values and indicators of inclusion for students with deafness, along with examples of practice. (Contains references.) (Author/CR)

Presents a study where 33 children with a range of intellectual disabilities who participated in a transition program embedded within a model inclusive preschool program were enrolled in mainstream kindergarten classes from 1995 to 1999. Explains that classroom survival skills, on-task behavior, and following teacher directions were measured.…

Reviews recent research about literacy development, the development of English-language proficiency, and the social, academic, and emotional challenges of entering a new culture. Recommends and describes instructional practices for teaching second-language learners in integrated settings. Focuses on writing, discussion, and scaffolding in the…

This study explores characteristics of classroom membership as perceived by 51 middle-school students themselves and for their classmates with severe disabilities. Findings provide guidelines for teachers to facilitate membership and a sense of belonging for middle school students with and without disabilities in their inclusive classrooms.…

This article posits that arguments for supporting or opposing the value of the inclusion model in the education of students with disabilities can be placed into four categories: consequentialist, justice, rights, and needs. It discusses how the goals of parents are often in conflict with policies supported by service providers. (Author/CR)

This study evaluated use of a token reinforcement program to reduce three inappropriate behaviors of an elementary student with learning disabilities. Results indicated that awarding tokens for the absence of the target behaviors was effective. Practical aspects of the token program, as well as difficulties of employing data collection in an…

Background: The purpose was to examine the effects of the type of athletic programme (integrated vs. segregated) on the athletic domain of perceived competence and on general self-worth. Methods: Participants were 32 adolescent females with intellectual disabilities (ID), divided equally into four groups: (1) segregated swimming; (2) integrated…

The voices of pupils excluded from school for disciplinary reasons are infrequently heard. This article draws together the views of a small sample of pupils, gathered over three separate projects, and identifies common themes. The pupils' voices are reported in the more general context of the role of schools in promoting social inclusion and in a…

In this article, Dr Emad M. Alghazo and Dr Eman El. Naggar Gaad, both assistant professors at the Department of Special Education in the United Arab Emirates University, report on their research into the attitudes of mainstream teachers towards the inclusion of students with disabilities. The research took place in the Emirate of Abu-Dhabi, the…

The perceptions of mainstream teachers and parents of other children, and 'significant others', are crucial to the extent to which children with difficulties are accepted in mainstream classes. This study examined the views of 507 'significant others' towards the inclusion of children experiencing a variety of difficulties. They were asked to rank…

This exploratory investigation sought to identify classic articles from the general special education literature that were published between 1960 and 1989. Initially, widely cited articles that were published during this time in "Exceptional Children, Remedial and Special Education," and "The Journal of Special Education" were identified. Faculty…

Special education students struggle with labels. Other kids can be very cruel with names and attitudes toward anyone who is different. Teachers cannot solve this problem completely, but they can minimize its effects with careful manipulation. The author, a teacher in an inclusion classroom, suggests passing out modified assignments along with all…

This paper examines the current use of simplified language materials (SLMs) by teachers and support staff across England. Drawing on a survey of Primary and Secondary schools it identifies the degree to which teachers and support staff use and produce SLMs. It explores both the contradictions and similarities between practitioners' perceptions of…

Inclusion has been a central educational issue for well over a quarter of a century, with continuing emphasis worldwide on initiatives by governments, Higher Education Institutions and schools that respond to the needs of children and young people with learning difficulties, disabilities or other disadvantage. This paper reports how Northern…

The mainstream inclusion of pupils who have emotional and behavioural difficulties presents a challenge to teachers and other related staff in schools. This challenge takes on greater significance when a school has been put into Special Measures following an unsuccessful OFSTED report where behaviour has been cited as a key area for improvement.…