Notes that inclusion of special needs students in regular classrooms requires that regular and special education teachers share goals, decisions, classroom instruction, assessment, and responsibility for students. Examines the benefits of this collaboration, the role each teacher plays, planning for effective collaboration, and teacher education…

Examined the effects of elementary students' placement versus nonplacement in inclusive classrooms on parent attitudes, student behaviors, academic performance, and self-esteem, noting whether placement in different inclusive programs would create differences in measured outcomes. Surveys of parents, students, and teachers and examination of SAT…

This article explores concerns of speech-language-pathologists who provide in-classroom speech-language services. Concerns include a fear of "watering down" therapy and becoming like classroom teachers. Two principles are offered to preserve the speech-language-pathologist's role identity and the integrity of services provided: maintaining a…

Reviews the role of computer technology in promoting the education of children with special needs within regular classrooms, discussing: technologies for students with mild learning and behavioral disorders, speech and language disorders, hearing impairments, visual impairments, and severe physical disabilities. Examines barriers to effective…

How to effectively and efficiently serve students with disabilities in regular education (progressive inclusion) is an important current theme. The paper examines deep structural, demographic, and socioeconomic changes that affect such students, highlights a progressive inclusion policy, examines design characteristics of inclusive schools, and…

Suggests that special education students do well in writing process classrooms that use a variety of approaches, such as cooperative learning, reciprocal learning, and multisensory teaching. Views the writing process classroom as a place where teachers and students respect different learning styles. (TB)

The Flow of Planning Process Model was used to investigate one science and two social studies middle school teachers' preplanning, interactive planning, and postplanning for six students with learning disabilities who were mainstreamed into their general education classes. Results suggest that content coverage, classroom/student management, and…

The Classroom Communication Ease Scale was administered to 50 deaf college students. Fit of data to the measurement model resulted in a set of 42 items that empirically define the concept of "communication ease" in its cognitive aspects and a set of 21 items that elaborate the concept further in terms of its affective aspects. (Author/DB)

Defines inclusion as the placement of students with disabilities in age-appropriate regular educational settings with the bringing of special services to them in the classroom. Describes a wide variety of characteristic behaviors common to children with neurological dysfunctions. Includes suggestions for accommodating behaviors. (MJP)

Qualitative procedures (observation and interviews with students, teachers, and parents) were used to evaluate characteristics of 20 deaf students succeeding in general education settings. The students' primary communication modes were closely divided between sign language and spoken English. Results of the interviews, a summary of observations,…

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…

Provides longitudinal insights into a pattern of drop-out that had previously been identified by tracking educational outcomes among English-as-a-Second-Language (ESL) youth in a single, urban school. A comparison of two cohorts suggests that accelerated integration into academic mainstream courses has had a detrimental impact on the educational…

This article proposes a three-step process in determining how accessible a classroom general curriculum is for students with mild to moderate disabilities. Checklists, examples, and rubrics are offered as are suggestions for strengthening and modifying the curriculum. The process also can aid in making placement decisions that are more methodical…

This study describes the lived experience of Kevin, a young child with physical disabilities who is placed in an inclusive classroom, a classroom where children with and without disabilities are educated together, with extra support provided for the child with disabilities. Children with disabilities who are placed in inclusive early childhood…

The changing British society with new commitments to educational inclusion for disabled people should mean increased individual freedom of choice and greater chance of participation. However, juggling this with the continuing emphasis on education for the economy brings the danger of new forms of social exclusion of those who do have different…