The article criticizes a previous article (EC 212 323) on the play behavior of hearing-impaired children in integrated or segregated settings. It notes the use of terminology suggesting author bias against special class or school placement and failure to consider such variables as level of auditory function and availability of manual communication…

Ninety-three elementary school minority-group children in triads of a low-achieving student, an average achiever, and a learning-disabled (LD) student were observed in regular education classes. Findings indicated that the low achievers were treated differently than average achievers and mainstreamed LD children. Teachers' instructional behaviors…

Planning and implementing successful community-based social integration experiences for infants and toddlers with multiple disabilities require consideration of such issues as the developmental needs unique to this age-group, family needs and concerns, health and safety considerations, and training needs of staff. (JDD)

The article describes the history of education of blind and visually impaired people in Western Australia, culminating in integrated education in the 1970's and the subsequent effects of mainstreaming. It also discusses the special problems of itinerant teachers, who often travel hundreds of miles to see one student. (Author/DB)

The author examines integration of blind or visually impaired and other disabled children into society as a way of achieving a far-reaching goal--mainstreaming--whereby the differences inherent to each individual are taken for granted as part of the human variety underlying the various communities and groupings that compose society. (Author)

The role of the special educator in collaborative consultation with regular educators is discussed in terms of problems in the practice of consultation, consultation as a mutual and reciprocal schoolwide activity, consultation as a facilitative process, consultation as a routine professional role, and the language of consultation. (DB)

The article briefly reviews the support for integrated educational programs for students with severe handicaps and presents a framework for planned educational change, based on the extant racial desegregation literature. Noted are logistical issues facing school administrators and effective leadership roles in the change process. (Author/DB)

The history and current state of educational support services in regular education for students with visual impairments in West Germany is outlined, drawing on a literature review and national survey. Conclusions are drawn from practical experiences and corresponding research. (MSE)

School administrators are caught between the special education requirements of a free appropriate education and the mainstreaming preference embodied in federal law. This article analyzes circuit court cases and explains four overlapping judicial standards that influence mainstreaming decisions. Administrators should avoid blanket-separation and…

The philosophy of inclusion is based on three fundamental arguments: legal precedent, research on best practices, and moral grounds. Inclusion costs more, but the payoff for all students is worth it. Schools that continue to struggle to keep disabled students out of general education classrooms should consider investing their time, effort, and…

This article describes a curriculum adaptation process used by elementary school teachers to enhance the instructional inclusion of children with mild to profound disabilities in primary grade classrooms. Case study examples of three students illustrate how the process is applied in content area subjects to optimize inclusion while not sacrificing…

This article provides a British perspective on the future of special schools for children with disabilities in the context of increasing integration efforts. It documents the decline of special schools and notes the influence of various special interest groups. It concludes that a range of adaptive learning environments rather than doctrinaire…

Examines the ways in which school counselors are most likely to be affected by the mainstreaming of children with disabilities. Counselors will most likely have expanded roles on multidisciplinary teams, be responsible for promoting acceptance by nondisabled peers, experience more interaction with school social workers and parents, and develop…

Using data from a longitudinal case study, the paper explores how an experienced teacher changed schools and grappled with mainstreaming, writing instruction, and the extended learning program. The story illustrates how, even for experienced teachers, the development of expertise is very uneven and a product of complex person-place interaction.…

Argues for a progressive version of mainstreaming remedial writers through a focus on one student who benefited from a two-semester course responsive to diverse language and cultural backgrounds. Discusses the political dimensions of mainstreaming which are an indelible aspect of writing program administration. (TB)