This study compared the effectiveness and efficiency of using a small-group massed-trial instructional format to an individually administered distributed-trial format, both using the constant time delay procedure, in teaching eight preschool children (including three with developmental disabilities) to name pictures. Although all subjects acquired…

This article discusses the erroneous use of "integration" (full participation of students with disabilities in regular classrooms) and "inclusion" (the merging of special and regular education) as synonymous terms. The terms are defined and their relationship described. Parents' and educators' integration experiences are discussed to illuminate…

This paper describes Project ASSIST, an early intervention pilot project involving 40 Singaporean infants with disabilities (ages 2-5) that integrated children with mild disabilities into mainstream preschool centers. Results indicated high levels of peer and school personnel acceptance and the feasibility of integrating children with disabilities…

Shows how 2 teachers integrated 5 severely handicapped students into a regular first/second grade classroom--teachers prepared all students for inclusion by comparing the handicapped students to children needing adoption, love, and care, and paired the handicapped students with regular students who served as models/tutors. Finds that all students…

Introduces a special issue on inclusion of children with disabilities into general education classrooms. Different definitions and views on inclusion are presented. The topics and findings of the concept papers and research studies that follow in the journal issue are then described. (CR)

Discusses mainstreaming and centralization, two ways in which community colleges organize developmental education. Compares these models in terms of instructional quality, ancillary services, teacher characteristics, student reactions, reputation, and remediation. Offers recommendations to college administrators and state policy makers for…

Argues that full inclusion capitalizes on emotions, and differences among students are very real. Some students need very structured environments not provided by full inclusion. Referring to the history of U.S. special education, the paper expresses concern that full inclusion would undo previous progress and concludes that it is impossible to…

Observations were carried out in 10 regular elementary classrooms in Winnipeg (Manitoba) in which instructional assistants were assigned to students with severe disabilities for at least 2.5 hours per day. Instructional assistants were found to facilitate inclusive practices by interacting with regular and special education students together,…

Three review articles, six essays, and nine empirical studies on peer tutoring were assessed. Mainstreamed or integrated classrooms were found to be ideal locations for peer tutoring, providing support for the integration process, positive effects on self-esteem and achievement, aid in classroom management, and a reinforcing system for learning.…

This study evaluated the effectiveness of the Schoolwide Enrichment Model (SEM), a system intended to nurture behavioral giftedness without reliance on gifted identification procedures. The study found SEM positively influenced the attitudes of elementary school students (n=1,935) in six middle class schools. SEM may provide schoolwide benefits…

This program for reintegrating students with disabilities into the mainstream involves data-based decisions during the following phases: long-range planning, assessing the less restrictive setting, approximating new placement routines, assessing student readiness, the transition, followup, and evaluation. A checklist for assessing the less…

Hearing-impaired students (n=324) in grades 9-11 were administered the Adolescent-Coping Orientation for Problem Experiences. The measure was found to be valid and reliable for measuring subjects' coping skills and for assessing students' suitability for various types of educational placements. (Author/JDD)

The study with 16 at-risk second grade readers found that specialized instruction (special education or Chapter I) did not appear more differentiated or more appropriate than the regular education services and were neither organized to contribute to success in the classroom reading curriculum nor differentiated enough to be considered…

Reviews cooperative learning theory, listing areas of improvement for both disabled and regular students. Explains how cooperative learning can be used to help mainstream students into social studies classes and gives guidelines for implementation. Points out that success depends on teachers' planning, implementation, and correct evaluation. (GG)