This paper discusses the results of a study that investigated the effectiveness of the Vermont Best Practices for Educating Students with Serious Emotional Disturbances in Their Local Public Schools and Communities project. The purpose of the project was to use best practices in the development of programs and services for students with serious…

This study examined the feelings of competency of 30 regular and special middle school teachers in one Suffolk County (New York) school district about educating children with special needs in a fully inclusive setting. A two-part questionnaire provided: (1) demographic and training background information for the teachers; and (2) the teachers'…

This book explains that mainstream elementary classroom teachers with little or no English-as-a-Second-Language training can meet the needs of linguistically diverse students by integrating the teaching of English with the content areas of the regular curriculum. It begins with a strong theoretical underpinning for this practice, drawing on a…

Noting that the inclusion of young children with disabilities in early childhood programs has important short-term behavioral and social benefits for such children and their families and that arguments for an "ethic of inclusion" have emerged within the field, this paper maintains that much remains to be learned about the nature of early childhood…

This book offers guidelines for elementary school teachers for making adaptations in reading and mathematics instruction for students with mild disabilities in the general education classroom. Following an introductory chapter, Chapter 1 presents eight principles for materials adaption organized according to the acronym FLEXIBLE: F-feasible…

The state of New Mexico has a generalist special education licensure that allows anyone with a special education degree to teach any child in special education regardless of disability. Although this works well to supply the demand for special education teachers in rural areas, it may not meet the unique needs of children who are deaf or hard of…

This paper discusses 1997 amendments to the Individuals with Disabilities Education Act (IDEA) that promote the inclusion of children with disabilities in general early childhood education settings. The evolution of inclusion policy is explored and changes in disability terminology are described. Amended provisions are then explained and include:…

This document is one of a series of guides to self-evaluation. It builds on the advice given in the publications "How good is our school?," HM Inspectorate of Education, revised edition 2002 and "Quality Management in Education" (QMIE), HM Inspectors of Schools, 2000. The introductory publication to the series, "Planning…

In response to a paper by David Sabatino (EC 051 608), the author suggests that the resource room concept is no panacea for the ills of special education and taht many of the services proposed are already being offered by many school systems. (DB)

Parents' roles in educating their exceptional children have changed dramatically in the last decade. If attention is paid to their rights and responsibilities, parents and school personnel can provide the best possible educational experience for all exceptional students. (CJ)

Recently employed teachers in Virginia were asked to describe how well their teacher education programs had prepared them for teaching handicapped children in regular classrooms. Teachers responded that their college courses had paid more attention to describing handicaps and legislation than to development of instructional activities for such…

A theoretical model is presented with a review of supportive literature to establish the conditions under which desegregation and mainstreaming will result in constructive or destructive outcomes. Meta-analysis procedures examine all the available research relevant to the model, and point toward practical intergroup procedures based on the…

The rationale behind Public Law 94-142, which pertains to education of handicapped children, is presented. Key terms such as mainstreaming, least restrictive environment, zero reject, most appropriate placement, and individualized education are discussed to clarify their significance for educators. (PP)

Problems the visually handicapped child is likely to encounter in a regular classroom are discussed, and suggestions are made as to modes and methods teachers can use to meet the student's special needs while maintaining the focus on learning activities for all classroom students. (PP)

Questionnaires about attitudes toward mainstreaming were completed by 49 elementary education seniors attending University of Nebraska (Lincoln). The survey showed that number of special education classes, handicapped students experienced in student teaching, and handicapped friends and relatives can influence attitudes toward mainstreaming,…