Fifty-one parents of preschool handicapped or nonhandicapped children were surveyed to determine their perspectives on integration. Both parents of handicapped children and parents of nonhandicapped children held positive perspectives on the philosophical aspects of integration, the social-emotional impact of integration on their children, teacher…

Reflects on and evaluates the author's past year as a reading resource consultant in a program that has moved from a pullout reading program to a mainstreaming one. (SR)

The spill-over effect is intended to gather support for gifted education by illustrating where and when it can provide meaningfully and successfully for the education of students in other programs. Germane to the spill-over effect is the concept of reciprocity among educational programs or the means by which one program can share content and…

Attitudes about inclusion are extremely complex and vary from teacher to teacher and school to school. This article explores the attitudes of teachers about inclusion of special needs children in their secondary schools in general education. This study adopted a descriptive survey research design, with 60 teachers as participants from selected…

Research on pre-service teachers' perspectives toward inclusion in the Egyptian context is almost non-existent. Given this dearth of research, the purpose of this study was to examine pre-service teachers' attitudes toward including students with special needs in general education classrooms in Egypt. More specifically, this study examined the…

The purpose of this study was to examine the elementary school assistant principals' attitudes and recommended instructional arrangement related to the inclusion of special needs students in the general education setting. The following six questions guided the study: (1) Are the attitudes of the elementary school assistant principals more positive…

Aotearoa New Zealand, like other countries, has legislation and policies that support inclusion and promote the participation of all children and families in early childhood education. We might expect therefore to see a culture of inclusion resonating through policy and practice in early childhood settings. There are early childhood teachers who…

This study explores key indicators of special education service delivery based on responses from 92 special educators and 36 administrators in 19 Vermont schools. Special educators reported on their work, the work of paraprofessionals they supervised, and 103 students with disabilities who were receiving one-to-one paraprofessional supports within…

The paper outlines the findings from a literature review of the English government's response to the issue of training pre-service teachers in the delivery of effective special educational needs support. The review's findings detail that although educational practice in mainstream classrooms has changed considerably since the 1970s the training of…

This article reports on a study that investigated the extent to which central ministry policy initiatives result in large-scale educational change in developing countries. Specifically, Lesotho's policy of inclusive special education was examined as a case study. The study employed a multi-method approach to yield a large data-set. Results…

To compare the efficacy of three different short-term service delivery methods on first grade children with soft neurological signs who suffer from visual-motor difficulties. One hundred and forty seven first grade students who scored below the 21st percentile on the Visual-Motor Integration Test (VMI) were recruited from schools and randomly…

Social well-being is essential to overall health and quality of life for all children, youth, and adults. However, children and youth with disabilities are often at higher risk for experiencing lower levels of social, and related emotional, well-being than their peers without disabilities. They are among those more likely to be bullied and…

Initial teacher education provides a strategic opportunity for ensuring that all teachers are ready and able to teach for sustainability when they begin their teaching careers. However, it is widely recognized that this strategy has not been used to its full potential. Efforts in education for sustainable development (ESD) at this level have…

In this first-person account, the author reflects on her struggles during the adolescent years as she searched for a sense of belonging and identity as a hard of hearing youth. She stresses that deaf and hard of hearing children, like all other children and solitaires, need a critical mass of peers, friends, and companions to whom they can reach…

In November 2003, the Scottish Executive Education Department (SEED) commissioned the SCRE Centre at the University of Glasgow to evaluate the impact of Section 15 of the "Standards in Scotland's Schools etc Act 2000". The evaluation took place between January 2004 and August 2005. A major strand of the research was the impact of the…