This investigation examined longitudinal cost data of one school district's movement toward more inclusive practices. Findings included district costs were significantly less than comparable costs for out-of-district services; numbers of students with severe disabilities significantly increased over a five-year period; and contractual (related…

This article describes mainstreaming efforts at an East Sussex (England) school serving students with physical disabilities but no major learning impairments. Mainstreaming students into their local schools involved parental support, preparation of mainstream schools, multidisciplinary support networks, and a carefully implemented transfer…

Describes six rural service delivery models that place severely disabled students in regular classrooms: team teaching, pairing regular and special education teachers; parallel teaching by special educators within regular classrooms; regular classroom base with in-class or separate tutorial; regular classroom placement with dual-certified teacher…

An elementary school teacher discusses what it was like to have a child with attention deficit disorder in her class. She describes the process of getting him diagnosed and notes strategies that helped her cope with the disorder at school. (SM)

Article offers some adaptations the authors used to help integrate special education students in regular classrooms. Authors believe that productivity is achieved by having the special education teacher work directly with the classroom teacher in a two-teacher partnership situation. Provides lists of strategies to help special education students…

This article describes a demonstration project that utilized 28 community early childhood programs as intervention placements for 30 preschool-age children with disabilities. Results suggested significant developmental gains for all children. Service delivery characteristics identified as necessary for the effective implementation of intervention…

Describes guidelines that a rural Minnesota school district followed to implement inclusion of handicapped students in the regular classroom: administrative support, small-group inservice, floating substitute teachers, ongoing follow-up, ongoing communication, documentation of Individualized Education Plans (IEP), and team teaching. (LP)

Contends that combining cooperative-learning techniques with computer-assisted instruction is an effective way of integrating special needs students into regular social studies classes. Discusses the type of software and instructional strategies necessary for appropriate implementation of this approach. Includes characteristics of cooperative…

This survey relating to 184 Oregon students with severe intellectual disabilities and severe problem behaviors found that major extra educational support was in the form of additional teaching assistants. Ninety percent of students spent some portion of each school day socially integrated. Over 40% received community-based instruction. (Author/JDD)

A program of curriculum revision at the state level is described including objectives such as increasing awareness of all students regarding disabilities and revising instructional methods to meet the needs of students with disabilities in regular settings. Coordination, training efforts, and expected results are considered. (PB)

Examined mainstreaming modifications judged to be important by ancillary professionals in recommending mainstreaming of students with mild exceptionalities. Data revealed that no significant differences were noted in number of selected modifications as function of diagnostic category. Ancillary staff members indicated, however, that substantial…

Compares the events leading to the contrasting educational policies that apply to the placement of language minority students in Britain and the United States. The supportive institutional structures of these policies are examined, and the ways these differences reflect contrasting assumptions about language development and definitions of equality…

This study of 55 elementary-level general, special, and remedial education teachers found no intergroup differences in perceptions of the amount or quality of assistance available for mainstreamed students with mild handicaps, or in perceived effectiveness or overall acceptability of eight instructional strategies and 11 social behavior…

Examined music educators perceived status of mainstreaming in Iowa and Kansas. Results indicated lack of consensus among music educators concerning effectiveness of mainstreaming. Revealed few differences among the responses from music educators who work with mainstreamed students. Found a need for clear instructional objectives for disabled…

In 1990-91 the Education for All Handicapped Children Act Amendments (1986) will require public schools to provide appropriate educational services for three and four year olds with handicapping conditions. This article examines this legislation, the historical factors contributing to its passage, and its implications for children, families, and…