Analyzes methodologies used by those embroiled in the "mainstreaming debate" (whether a basic writing curriculum is the best way to help entering college students). Finds methodological confusion leading to monologues going in circles rather than constructive dialectic. Argues that researchers ought to consider the evidence and arguments of those…

Evaluates a three-year pilot project in mainstreaming basic writers at the City University of New York. Suggests that the social and political contexts of a project need to be taken into account in the earliest stages of evaluation. Claims the empirically verifiable account that researchers sought was compromised by the socio-political forces…

The seven chapters of this theme issue focus on efforts in four countries to understand and improve the experiences of students traditionally defined as having disabilities or special needs. The chapters include a discussion of the language of special education reform and accounts of inclusion-related issues in Sweden, Denmark, Norway, and the…

Describes practices and issues related to providing services for preschoolers with disabilities in inclusive early childhood classrooms. Identifies findings from research on developmentally appropriate practices. Discusses ways to integrate specialized services such as occupational therapy, physical therapy, and speech-language therapy into…

Examined classroom social integration of elementary students with mild disabilities. Used questionnaires to assess peer group membership, peer-assessed behavioral characteristics, and associates' peer-assessed behavioral characteristics. Found that most belonged to peer groups. However, they were overrepresented as social isolates; differed from…

Focuses on the role played by a cultural and linguistic mediator in helping to elucidate the literacy learning opportunities of a Hmong child in that child's fifth-grade mainstream classroom. Notes important implications for working with second language children in mainstream classrooms and for the educative potential of viewing sessions when…

Reviews the origins of the continuum of placement options for learning-disabled students and the recent calls to replace pull-out placements with full inclusion in general education, exploring the efficacy of full inclusion and the features of special education that must be preserved when reinventing services for students with learning…

The researchers who conducted a review of 995 journal articles on mainstreaming reflect on the finding that there has been much more survey research than direct measurement of teacher and student performance. The need for empirical research on instruction and learning in inclusive settings is stressed. (DB)

This introduction to the needs of hard-of-hearing children for regular classroom teachers clarifies terminology; discusses prevalence; and identifies social/emotional, academic, and communication issues. It offers practical suggestions including general enabling strategies, communication/presentation of materials, teacher strategies, peer-helping…

Structured interviews with 150 elementary students with learning disabilities found that they accurately perceived that special education is intended to provide extra help for children with academic problems. Students reported they liked special education classes, though some missed instruction or recreational activities in their mainstream class…

Analysis of questionnaire responses of 473 secondary academic teachers indicated that most felt successful in teaching students with special needs. However, over one-third had received no preparation in this area. Perceptions were affected by education; participation in undergraduate, graduate, and inservice training on special needs students; and…

Presents a developmental perspective on the preparation of early childhood teachers to work in settings where children with handicaps are mainstreamed, focusing specifically on the affective development of teachers. Suggests methods for teacher educators, center directors, and teachers themselves to use in this process. (MDM)

This article describes Colorado's approach to implementation of least restrictive environment (LRE) policy, specifically focused on the recent reform initiative of inclusive education. It describes how state leadership and collaboration have resulted in increased integrated placements. Emerging policy initiatives and questions about the merger of…

Discusses the inclusion of students with special needs into the team-taught middle school environment. Notes existing middle school factors supporting successful inclusion and additional support needs, teaching models for the inclusive classroom, grouping practices, cooperative learning, peer tutoring, multiple intelligences, instructional…

Discusses the social-cultural context of people with disabilities, noting that in considering disability in a social-cultural context, the scholarly inquiry and professional practices in kinesiology and physical education must change. To do so requires both examination and challenge of the assumptions about disability, the body, and physical…