Examined attitudes of Israeli elementary school students (N=2,845) and their teachers (N=145). No correlations were found between students' and teachers' attitudes toward children with disabilities and mainstreaming. Israeli students displayed a custodial-patronizing attitude whereas teachers' approach was more medical-diagnostic. Background…

A survey of parents, teachers, therapists, psychologists, and deaf adults (n=628) and 15 case study sites were used to identify the following good practices supporting deaf students in mainstream schools: direct support for teachers of the deaf, joint planning by support and mainstream teachers, student involvement in decision making, and…

Explores the racialized discourses surrounding basic writing students by using the notion of education as "white property." Shows how students are racialized as "minorities" despite the significant numbers of whites in the program. Argues open-admissions students are discursively coded as non-white. Contends that racialization…

Describes the experiences of a child with Downs Syndrome placed for 2 years in a regular Montessori classroom for 3- to 5- year-olds. Includes discussion of interactions with the boy's mother, the boy's problem behaviors and eventual acceptance by the other children, and the teacher's efforts to adapt materials to help the boy succeed. (KB)

The purpose of this article is to present a Polish point of view of integration work with children needing assistance. Since the 70th year of the twentieth century, the Polish kindergarten was starting to realize a new educational and care duty. The changing of duty was a consequence of psychological and pedagogical research study which encircled…

The purpose of this article is to describe how increasingly intensive, multilevel interventions can be used to ensure the increase in number of children who learn to read. We first review the promise and limitations of empirically validated best practices for mainstream classrooms. We then discuss results from a recent multilevel intervention…

Conductive education is a distinctive style of teaching and learning for pupils with physical difficulties. It is practised in the UK in some maintained, non-maintained and independent special schools and centres (here collectively termed conductive-education schools). In this article Mike Lambert investigates the extent to which these…

This article intends to increase awareness of culturally responsive literacy instruction by describing components of a literacy program that effectively address the needs of diverse learners, specifically adolescents with learning disabilities.

Many paraeducators work with individuals with disabilities and follow them throughout their day to their various classes. In such cases, the paraeducator may be asked to attend physical education with the child with a disability and do tasks he or she is not trained to do. Paraeducators can be extremely helpful in many ways, but there is a need to…

A key role in the development of inclusive practices in schools and classrooms is that of the Special Educational Needs Coordinator (SENCO), a role that has changed most radically since the introduction of the Code of Practice in England, Wales and Northern Ireland. Through interviews with SENCOs in primary and post-primary schools in Northern…

Purpose: The purpose of this paper is to propose a framework for integrating social responsibility within the accountability context now prevalent across the regular and special education contexts of Canadian and American schools while exposing readers to many of the different theories that exist concerning transdisciplinary forms of inclusive…

The aim of this study is to determine whether a social skill instruction program, prepared according to the cooperative learning method, is effective for children with hearing disability in learning the basic social skills, starting and continuing a relationship, conducting a work with a group, and the generalization of these skills. Nine learning…

This paper examines participatory arrangements for students with physical disabilities in mainstream education, cooperation between teachers and therapists to ensure that these arrangements are efficient and the organizational prerequisites for such cooperation. The study comprises data obtained from 14 "groups", with each group…

Many students "included" in general education today are accompanied by a paraprofessional, also known as a 1-to-1 aide, therapist, behavioral aide, or personal assistant. The use of a paraprofessional, particularly with children who have autism, mental retardation, deaf-blindness, or multiple disabilities has many merits, such as increased…

The authors surveyed a national random sample of 5,837 middle school students on their attitudes toward the inclusion of peers with intellectual disabilities (ID). The national sample provided results that were accurate, with a margin of error of plus or minus 1.4%. Findings indicated that youth (a) have limited contact with students with ID in…