Surveyed student teachers in the United Kingdom regarding their attitudes toward including children with disabilities in regular schools. Respondents held positive attitudes toward the concept of inclusion, but their perceived competence dropped significantly according to the severity of the children's needs (particularly children with emotional…

A discussion of implementing the inclusion of students with disabilities in regular classes in Britain considers: teaching techniques, the appropriate use of learning support assistants with special needs students and a proposed framework for inclusive classroom practices. The framework emphasizes the integration of teaching techniques, various…

This tribute to Samuel Kirk, an early leader in the field of learning disabilities, is written by one of his doctoral students. It focuses on his contributions to teacher education and uses a mnemonic device (his name) to summarize contributions related to such areas as scientific inquiry, assessment, mainstreaming, kinesthetic/phonics methods,…

Describes the development of educational programs for children with special needs in Jordan. An overview of historical highlights and main problems and needs is presented. Information is provided on trends related to development of special education, special education teachers, family problems, early intervention, and attitudes toward…

Questions the assumptions of those advocating full inclusion for children with developmental disabilities. It suggests that such programs are not improving the cognitive development of students with disabilities, that individualized programming while fully mainstreamed is rarely feasible, that the general education curriculum doesn't focus on…

Describes a project that brings together teams of science teachers and special education teachers to educate one another on collaborative models and content needs of students. Discusses retooling traditional science activities. Contains 18 references. (DDR)

This historical view of special education reform touches on civil rights of individuals with disabilities, highlighting the historical roots of arguments on the primacy of place (location) in discussion of special education policy. The paper examines the history of specialized social institutions and the emphasis on place in today's debates. (SM)

An innovative preservice teacher education program at the State University of New York, College at Fredonia, provides many highly structured field-based experiences which include students with disabilities; systematic training in specific, validated intervention strategies; direct training in peer collaboration skills; and emphasis on reflective…

This qualitative policy study of 6 states and 12 school districts identified 6 factors that influenced implementation of least restrictive environment provisions of the Individuals with Disabilities Education Act. Factors included financing, the state-local context, organization, advocacy, implementors, and knowledge and values. The study…

Measures of perceived competence and perceived achievement were administered to 222 Israeli students with either learning disabilities or low achievement in grades 3, 5, and 7. Subjects were either in special schools, in special classes in regular schools, or in regular classes. Perceived competence was highest among younger children and the…

The Netherlands is currently considering a change from special schools for special education students to a more inclusive, demand-oriented model of finance and provision. The experiences of Germany, England, and Austria suggest that "pupil-bound budgets" may strengthen parental choice and support inclusion, but may also lead to budget…

This article explores issues surrounding the integration of students with disabilities into general education classrooms. The movement from mainstreaming and the least restrictive environment to the call for a more integrated system is discussed, along with perceptions and attitudes about inclusion. The dissonance between rhetoric and reality is…

Discusses the experience of including a deaf and academically delayed student in a middle school classroom. Notes the team teachers' and students' efforts to modify instructional and social situations to benefit all students, including modifying assignments, participating in class activities, using the community as a classroom, and assigning…

Examines fundamental differences between inclusionists and full inclusionists with regard to the primary objective of schooling, student placement, and expectations regarding accommodating to diverse needs. Presents weaknesses in the full inclusionists' and inclusionists' arguments. Argues for identifying appropriately ambitious goals for…

A language assessment procedure was used with spontaneous spoken and written language samples of 13 orally trained children with hearing loss in integrated classrooms in two Israeli elementary schools. Results revealed significant differences between spoken and written language samples of these children in various correct syntactic structures,…