Young children with HIV (Human Immunodeficiency Virus) of perinatal origin often present with increasing medical and developmental problems after the first half year of life. Most eventually require foster care; some are integrated in intervention or preschool services; others are in segregated educational programs. Family supports and specialized…

A study compared the changes in students with moderate mental retardation in two school settings (segregated and semi-integrated) in intellectual development, adaptive behavior, receptive language, and academic achievement. While both groups gained in some areas, greater gains were found in the semi-integrated population. (MSE)

Special education students (21 learning disabled, 12 emotionally/behaviorally disordered, 14 educable mentally retarded) and 30 nonhandicapped students were observed to identify teaching structures and tasks experienced during reading in both mainstream and special education settings. Several setting effects and a difference in the amount of time…

Israeli elementary-level hearing-impaired students (N=188) were studied to determine the relation between background variables (family characteristics, student characteristics, and educational intervention) and educational placement (special schools, special classes, or regular classes). Placement was found to be related to socioeconomic status,…

This study investigated differences among intellectually gifted students of junior high age participating in full-time intensive programs for the gifted. Findings indicated some differences based on ethnicity and gender, but most differences were observed between lower and higher socioeconomic groups, particularly for social support and social and…

Asserts that research on parents of children with special needs often reveals their lack of power and difficulty in establishing partnerships with professionals. Reports on a study of parents of 114 special needs students. Finds that parents of mild/moderate learning difficulties do not have powerful advocacy groups to promote their cause. (CFR)

This paper presents a model for the full integration of children with severe speech-language problems into the regular classroom. It describes characteristics of this population, structure and roles of the collaborative teaching teams, the critical importance of administrative and parental support, and the active involvement of the staffing team.…

Collaboration between a supervisor and a teacher of nine first and second graders with hearing loss is recounted. Discussion includes reconsideration of classroom setup, expansion of the reading program to include more guided reading, documentation of student progress, more guided writing, and more shared decision making. (DB)

Performance data on three children with moderate to severe developmental disabilities, observed in both inclusive integrated and self-contained segregated kindergarten settings, support the conclusion that individual child and setting characteristics transcend administrative model in determining engagement levels across social and academic…

Proposes that schools offer a human-development course that would provide a context in which gifted adolescents from diverse backgrounds could safely deal with major developmental, societal, and cultural issues that affect them. The course would increase students' self-awareness and reflectivity, and improve their decision making. (CR)

This study compared the literal and inferential comprehension abilities for textual, functional, and recreational text genres of 195 students who were deaf or hard of hearing. Literal comprehension exceeded inferential comprehension for males but not females. Educational setting (special class, resource room, or fully mainstreamed) influenced…

Using a questionnaire developed for a 1985 national survey of educational practices for gifted students in both public and parochial schools (the Sid W. Richardson Study), this study surveyed 273 Iowa school districts in 1993 to determine types of programs in existence in Iowa schools and how Iowa schools differed from the nation's schools in its…

Four information briefs offer guidelines for educators of students with deaf-blindness in integrated or self-contained settings, concerning: (1) facilitating student interactions; (2) adapting classroom materials and activities; (3) grouping students to increase interaction; and (4) implementing cooperative learning strategies. To facilitate…

This paper presents a summary of the current status of efforts to include students with mental retardation in mainstream educational programs. It begins with a summary of a New Jersey federal court's ruling requiring more inclusive education and a discussion of the commitment of the Arc (formerly The Association for Retarded Citizens of the United…

Special education is under fire from full inclusionists who advocate for children with severe mental retardation and who contend that special education settings are immoral dumping grounds for children deemed "unteachable." Other advocates of inclusion focus on the invalidity of disability categories, tests, and instructional services which, in…