The study examined the efficacy of systematic team placement and individualized educational plans (IEPs) on enhancing the social integration of 200 educable mentally retarded and learning/behaviorally disturbed children into regular elementary classrooms. (Author)

A study investigated the effectiveness of a therapeutic motor development program in increasing the social adjustment and peer acceptance of a mainstreamed 10-year-old educable mentally retarded boy. The motor development program was based on the games analysis model and involved the S and 13 of his normal classmates. (Author/DLS)

The responsibilities of colleges and universities toward handicapped students under Section 504 of the Rehabilitation Act of 1973 are matched by the responsibilities of disabled persons themselves toward their institution. Advanced planning by both colleges and students and an end to arrangements that segregate the handicapped are advocated.…

Evaluation of problems in implementing inclusion of students with mild to moderate mental impairment in general education classes of a suburban middle school identified lessons such as the following: (1) allow sufficient resources to the project; (2) provide active leadership by individuals with positive attitudes; and (3) convince the staff that…

After describing collaboration and its role in school reform, the paper discusses commonalities and distinctions of schools referred to as professional collaborative and as student-centered collaborative, providing examples of such schools and noting the role collaboration has played in their development. The paper recommends that schools push…

Examines the recent history of education for children with mild and profound developmental disabilities in the Republic of Ireland and compares the delivery of rural and urban special education. Improvements in Ireland's special education programs have been influenced by U.S. special education legislation and by Spanish models for program…

Research that examines the effect of inclusive education on students without disabilities shows improvements in their ability to make friends with disabled students, social skills, self-esteem, personal principles, patience, and comfort level with people who are different. Techniques for creating caring inclusive classroom environments are…

Effectiveness of a classwide peer tutoring program was studied for low achievers with and without learning disabilities and average achievers in 20 elementary school intervention classes and 20 control classes. All types of learners in peer tutoring classrooms demonstrated greater reading progress regardless of which of three measures was used.…

A literature review suggests that teachers' attitudes strongly influence the success of inclusion programs and that training can affect those attitudes. Surveys of 110 rural Midwest K-12 special and regular education teachers found that most regular education teachers did not want special education students in their classrooms and saw few benefits…

The article and response to a critique (EC 232 395) discuss how cooperative learning (emphasizing group goals and individual accountability), the limited use of acceleration by extremely able learners, and differentiation within classes can reduce tracking and separate enrichment programs while meeting the needs of gifted students in the regular…

Reviews the literature supporting cooperative learning as a means to promote social and cognitive growth among handicapped children in a classroom environment. In an analysis of three studies, cooperative learning strategies were shown to increase the chance that mainstreamed children would be accepted by classmates and show positive gains in…

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…

Observational data were collected on the instructional tasks used by 30 learning-disabled, 32 emotionally/behaviorally disabled, 30 educable mentally-retarded, and 30 non-handicapped students in grades 2, 3, 4, and 5. Tasks used in mainstream and special education classrooms were assessed. Time, setting, and interaction effects were studied. (TJH)

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,…