Participants in this study were twenty-nine adolescent boys (n = 29) between the ages of sixteen and eighteen years, who were attending an inclusive private school in the affluent suburb of Johannesburg. Fourteen participants had never been diagnosed with learning difficulties and had attended mainstream schools throughout their school careers.…

This paper serves as a broad introduction to Disabilities Studies in Education (DSE). The emergence of DSE over the last decade has resulted in a vibrant area of academic scholarship as well as a critical forum for social/educational advocacy and activism. First, the authors trace the roots of DSE in the growth of disability studies (DS) within…

Early intervention for children with specific language impairment by teachers with experience in supporting their needs is critical to language acquisition. In Western Australia this small number of children are catered for in designated settings with specialised teachers. The length of time that these children are able to access intensive…

This article explores the possible contributions that children can make in educational settings that aim to move towards greater inclusion. In constructing her debate, Kyriaki Messiou, lecturer in education in the Centre for Educational Studies at the University of Hull, draws on understandings gained through an ethnographic study carried out in a…

The paper focuses on various questions related to early intervention and education of delayed, disabled, and otherwise impaired children in integrated preschool and day care settings. Some areas of research are suggested. (Author/SBH)

Concern is voiced that in the pressure to spend individual time with handicapped students teachers will pay less attention to the needs of the nonhandicapped low achievers who come predominately from the poor and the ethnic minorities. (JD)

Mainstreaming must be conceived of, not as changing the special child so that he will fit back into the unchanged regular classroom, but rather as changing the nature of the regular classroom so that it is more accommodating to all children. (Author)

The experience of integrating an acoustically handicapped student into a junior high school program is described. (MJB)

An educator who is also the mother of a handicapped student recounts the difference mainstreaming made in the life of her child. (IRT)

The extent of mainstreaming likely to result from the Education of All Handicapped Children Act and ways of preparing for it are explained. Available from: Allen Raymond, Inc., P.O. Box 1223, Darien, Connecticut 06820. (GW)

With many deaf students presently being "mainstreamed" into public school systems, the need for motion picture captioning is increasing. Production versus borrowing is discussed and addresses for further information are provided. (Author/STS)

The Education for All Handicapped Children Act established two basic principles concerned with educational placements of handicapped children that are known as the "least restrictive environment" principles. How the legislation is working is described. (MT)

During the 1984-85 school year, classes for moderately mentally handicapped students were moved into the Monroe County, Indiana, public schools. The experience is described. (MT)