Describes the interactions among deaf and hearing students at the Kinzie School, Chicago (Illinois), an innovative elementary school where deaf and hearing students learn in inclusive classrooms with shared activities. The program evolved from two schools sharing one building to an integrated program that continues to acknowledge deaf culture.…

As trends in education have moved toward full inclusion of students with disabilities, it is important to remember the value of special schools and programs before eliminating them entirely. The paper discusses how China uses special schools and parent empowerment to successfully train special needs students. (SM)

Discusses some of the challenges faced by blind and visually impaired students, and some of the tools available to help these students in their efforts to learn mathematics. Argues that much of the language of mathematics relies heavily on visual reference. (DDR)

This article highlights major developments in the education of children with intellectual disabilities in light of an early review of progress and problems and subsequent reforms to the education system as a whole. Key issues include access to the National Curriculum, prospects for inclusive education, and implications for professional…

This article documents decreasing support for education research and introduces this special issue. The difficulties in obtaining research grants, getting schools to cooperate, maintaining treatment integrity, and communicating findings are noted. High-quality school-based research is encouraged. (DB)

This report describes a consultation model that utilizes in-service training and technical assistance to support integrated school placements for students with severe disabilities and serious behavior problems. Follow-up placement information is presented for 33 students receiving services during the 1986 to 1989 school years. (Author/DB)

Six articles comprise this feature which explores ways in which educators and recreation leaders can respond to the needs of disabled individuals by adopting a flexible teaching style. The emphasis is on creative use of dance, movement, and music with children and adults having various disabilities. (IAH)

Describes study of elementary teacher education students that was conducted to compare the instructional effectiveness of traditional lecture methods and computer-assisted instruction (CAI) methods. Knowledge concerning special education students and mainstreaming techniques was tested, and results are reported that indicate no difference in the…

This article provides information from three areas critical to classroom success for mainstreamed hearing-impaired children: understanding hearing and the impact of hearing loss on classroom learning; promoting the use of signal-to-noise ratio enhancing equipment (typically Frequency Modulation units); and using educational management strategies…

Focuses on adapting the construction of teacher-made social studies tests for mildly disabled mainstreamed students in grades K-12. Provides a generic model for modifying tests in order to avoid student failure due to test anxiety or the nature of the student's disability. (LS)

Results are reported from a study of 42 middle-school social studies teachers which compared 2 approaches to measuring teachers' questions. The approaches focused on either teacher-to-group interactions or teacher-to-individual student interactions. Teacher questioning patterns were identified, and implications of these patterns on mainstreamed…

Outlines elements to be considered when special needs children are integrated into a regular preschool, day care, or elementary program. A research review focuses on attitudes and behaviors of teachers and opinions and concerns of parents. The roles of teacher and parents must be considered if integration is to be successful. (NH)

Discusses a survey of the teaching staff in the Preschool Program of the Jefferson County Public Schools in the Louisville, Kentucky metropolitan area. The survey was designed to ascertain the attitudes of the teaching staff toward the mainstreaming of disabled children in the program. (BB)

Maintains that an educational philosophy grounded in motivation and a positive attitude leads to successful implementation of mainstreaming instructional strategies. Outlines 12 strategies for dealing with mainstreamed students and their diverse needs that include instructional objectives, lesson plans, themes, using tutors and teachers' aides,…

Specific interventions such as English language instruction and bilingual education are needed to enable limited-English-speaking students with disabilities to enter the mainstream. Obstacles include lack of awareness of needs and limited personnel training programs that include cross-cultural communication. Transdisciplinary teaming is a…