This paper considers the definitions of inclusion for deaf students, in particular those relating to the general education class model. Some of the findings of a recent study by the authors of deaf students in regular schools are used to reflect on current policies and practices and how these relate to the implementation of inclusion in Australia.…

This paper considers the contemporary debate about inclusion and inclusive education as this affects children with special educational needs/disabilities. It addresses the continuing question of the relative contributions of value and evidence based considerations in making policies and developing practices. The main point of the paper is to argue…

Culturally diverse students, as a collective group, are a sizable and growing population. Large numbers of students with language and cultural experiences different from the mainstream population will continue to enter schools in growing numbers throughout the next decades. Historically, their level of academic achievement has lagged significantly…

Significant numbers of students who are deaf and hard of hearing are educated in regular education settings, often outside the structure of established programs. Locating participants for research on deaf education has therefore become increasingly difficult. This article describes two approaches used to recruit participants in the recent online…

One of the most important problems of education in a society that has a complex stratificational structure is education's accessibility for a number of social groups whose starting conditions are not favorable. Among these groups, "handicapped children" occupy a special place. Handicapped children's ability to obtain a good-quality…

In this article, the author features the Universal Design for Learning, a computer-assisted methodology that has enabled special-needs kids in the Boston area to stay in regular classrooms. Developed by a nonprofit group called the Center for Applied Special Technology, the UDL approach--in which students use whatever print or technological tools…

Physical skills, such as fine and gross motor skills, are necessary for students to play musical instruments. Cognitive skills are necessary for students to comprehend music concepts. Emotional and social skills are necessary for students to participate in musical ensembles and general music classes. Attention to these extramusical goals in music…

As the number of English language learners in mainstream classrooms increases, all educators will need a basic understanding of second language acquisition as well as a working knowledge of instructional strategies that are particularly effective for these students. This issue of "Focus On" discusses second language acquisition and ways to…

A collaboration of postsecondary institutions nationwide undertook a project to apply research in developing methods and materials to help instructors more fully include students with disabilities in their courses. These institutions conducted a needs assessment; developed content and delivery modes; undertook a rigorous formative evaluation;…

This study aims to identify the family characteristics that promote the development of social skills in children with physical disabilities. Parents and teachers completed a range of questionnaires in an Australia-wide study of 212 parents of children (5-12 years of age) with physical disabilities who attend mainstream schools. The relationships…

The relationship between home and school is an integral feature of how pupils learn and parents have a central role to play in their child's education. Philosophical and practical discourse around inclusion has informed and directed inclusive policy in recent years. In Northern Ireland, it has latterly been conducted under the auspices of emerging…

Given the ecumenical pleas and legislative imperatives for more inclusive educational policy and practice, Cyprus has been steadfastly heading towards the realignment of its educational legislation towards a more inclusive discourse. This has been especially true after the implacable criticisms that the UNESCO report cast on the Cyprus educational…

To adequately prepare preservice teachers to implement inclusive classrooms, teacher preparation programs must encourage professional interaction, collaboration, and knowledge about inclusion. Although some of these skills can be presented in coursework, prospective teachers must be provided with opportunities to practice these skills in classroom…

"What about us?" was a participative action research project promoting the emotional well-being of young people with learning difficulties in inclusive secondary schools and colleges. The project began by reviewing the impact of inclusion on the emotional well-being and personal and social development of young people with learning…

Increasing numbers of young children with disabilities are receiving services in inclusive settings such as Head Start. It is important to note that positive outcomes for young children with disabilities are due in large part to practitioners' understanding and implementation of both recommended practices in both early care and education and early…