This study investigated effects of providing reading performance data on teacher and parent attitudes toward reintegration. Subjects were 23 general education teachers and 40 parents of 61 students served in special education resource room programs. Results showed significant changes in general education teachers' willingness ratios. Parents'…

This paper notes the need for an empirically based model for helping students with disabilities make transitions toward less restrictive settings and exit special education. Emphasis is on defining the least restrictive environment, identifying students with mild disabilities who are potential candidates for reintegration, assessing the…

Based on experience in integrating gifted and talented education into a Missouri school district, this article explains necessary steps: setting and clarifying objectives, identifying talent, using careful measures, getting staff input, creating a fitting and differentiated curriculum, broadening teacher roles, and overseeing the program.…

This survey examined experiences and beliefs regarding homework of primary-grade children (n=809), of whom 91 were in resource room programs and 17 in special education classrooms. Overall, results indicated that children in the resource rooms were experiencing the greatest amount of difficulty in doing homework and had acquired the most negative…

Pete Gameros's recent study examined effective principals' roles and attitudes toward providing services to students with disabilities. As inclusive principals, study participants accepted the ownership of all students, supported inclusive placement decisions, promoted a policy specifying all school personnel's responsibility for disabled…

Describes innovative, inclusive models for providing special education services for learning-disabled students developed by three universities and funded by the Office of Special Education. The projects, involving considerable financial and professional resources, were implemented at six restructuring elementary schools. Findings suggest that…

A listing of 31 classroom adjustments for students with attention and learning problems are grouped within 9 recommendations of the U.S. Department of Education regarding the needs of these students in general or special education. Principles addressed include structure; effective communication of instructions; behavior management; class…

A traditional view of social skills instruction, which is antithetical to promoting children's social development, is presented. Three explanations of social development are then outlined within the context of social integration of students with disabilities. Recommendations for general educators to promote children's social skills are offered,…

Inclusion attitudes of 220 preschool teachers and administrators representing private preschools, Head Start classes, and Chapter 1 programs were assessed. Respondents held moderately positive attitudes toward inclusion. Attitudes toward serving children with diverse disabilities and special needs, and perceived needs in doing so, were also…

Minority students are overrepresented among those labeled emotionally and behaviorally disturbed (EBD). But doing away with special education, under the argument that it is separatist and racist, will not solve the problem of race-segregated students. Lower teacher expectations for minorities is an especially deep-rooted problem that can occur in…

This paper reviews (1) data documenting Saskatchewan's progress toward teaching disabled students in mainstream settings; (2) four studies showing the attitudes of preservice and regular classroom teachers toward integrating disabled students; and (3) correlates of special education placement in Saskatchewan. (Author/DB)

This survey of 53 students (ages 13-15) at a Leeds (England) secondary school found confusion between mental and physical handicap, confusion between mental handicap and mental illness, and confusion about causes of mental retardation. Most students felt that persons with mental handicap belonged in the community. (JDD)

This article suggests strategies that general educators, in collaboration with integration facilitators and other specialists, can use to include students with severe disabilities in the regular classroom curriculum within inclusive schools. Implementation considerations focus on a team approach, peer involvement, emphasis on functional skills,…

The individualized education programs (IEPs) of 22 students with severe disabilities were analyzed during students' placement in special classes and general education classes. No difference was found in the curriculum content of the IEPs written for students attending a special versus a general education class; however, IEP objectives' quality was…

This article examines research methodology, dependent measures, and programmatic variables used to analyze the effects of preschool integration of children with disabilities. Analysis provides support for the benefits of preschool integration with respect to social and other behavioral outcomes, though not for developmental outcomes over time.…