Explores whether past experiences in mainstreamed classes exert a positive influence on present attitudes of typical secondary students and whether their attitudes differ according to their ages, the specific disabilities encountered, or activities involving disabled peers. Presents the findings and conclusions in detail. (CMK)

This article describes an Irish program linking mainstream pupils (n=30) and their counterparts with severe and profound learning difficulties (n=16) and assesses the social and educational benefits for all involved. The program had a positive impact on the emotional reactions of young people toward interacting with their peers with learning…

This article suggests "mainstream inclusion" be replaced by "educational inclusion" in order to avoid the implication that venues other than mainstream schools are inferior. It argues that placement of pupils with disabilities should be informed by a consideration of the effectiveness of the venue in raising academic and social standards.…

A computer-assisted notetaking (CAN) system to help hearing-impaired students in mainstreamed classes use a Macintosh laptop computer on which the notetaker types notes connected to a television monitor easily viewed by students. Evaluation results in two mainstream high school social studies classes reported that teachers, notetakers, hearing-…

Urges "watering up" the curriculum for adolescents with learning disabilities and identifies principles associated with making knowledge construction more meaningful. Offered are specific instructional techniques for use in inclusive settings, such as focusing on teaching big ideas, promoting elaboration, relating to real-world contexts, and…

This study compared Individualized Education Programs (IEPs) for 108 elementary grade students with mild disabilities in either resource or inclusive settings. IEPs for resource students had more service minutes, more long-range goals, used more information sources, indicated better correspondence between IEP components and student ability level,…

Discusses some of the issues associated with effective instruction for students with severe disabilities enrolled in general education classes. It is argued that developing a valid technology of instruction will require the field to reconceptualize our current model of teaching and learning for this group of students. (Author/CR)

Contains four articles: (1) "And the Walls Came Tumbling Down: Including Children Who Are Differently Abled in Typical Early Childhood Educational Settings"; (2) "On Teasing, Taunting, and 'I Can Do It by Myself'"; (3) "A Teacher's Responsibility--To Be Enthusiastic about Teaching Fast and Slow Learners Alike"; (4) "A Child with Severe Hearing…

Two students with language learning disabilities (LLD) and two younger typically developing peers were videotaped in their emergent reading groups for analysis of the distribution, types, and functions of teaching scaffolding sequences. Both the regular and special education teachers used primarily directive scaffolding sequences and provided…

Analysis of 202 questionnaires completed by childcare center personnel found 90 percent of respondents agreed with the concept of integration of young children with special needs and 76 percent thought integration was beneficial for typically developing children. Curriculum adaptations, classroom integration, and identification of developmental…

A study involving 130 parents of children with visual impairments found parents were generally supportive of mainstreaming, but many also identified a number of risks and problems with it. Their child's social isolation concerned parents, along with the general education teacher's lack of knowledge and experience with visual impairments. (Contains…

This study compared peer interactions in 12 play groups of 6 preschool children each, containing either typically developing children, children with developmental delays, or both typical and delayed children. Results indicated higher levels of peer interactions in mainstreamed settings but a lack of full acceptance of children with delays by…

A teacher checklist is presented for accommodating students with acquired immune deficiency syndrome (AIDS). Points to consider when designing an educational program for students with AIDS include maintaining flexibility, using universal precautions, fully including the student with AIDS, educating parents, and coping with death. (JDD)

This study, involving 40 general educators each with at least 1 student with a learning disability, found that teachers who received instructional recommendations on how to incorporate curriculum-based measurement feedback into their instructional planning designed better instructional programs and effected greater achievement for their students,…

Examines the effects of the Education for All Handicapped Children Act, which mandates the inclusion of children with disaabilities in regular physical education programs to the maximum extent appropriate. Discusses the challenges that physical educators will face and the preparations they can make to proceed smoothly with inclusion. (MDM)