Presents one teacher's experience with a student with minimal cerebral palsy in an open classroom from kindergarten to the third grade. Addresses questions that arose concerning ways to help a child with special needs in the classroom. (BB)

Describes some academic and social behaviors typical of learning disabled students and suggests ideas for developing and modifying lessons appropriate to students' needs. The characteristics of folk and fairy tales that offer valuable literary opportunities for learning disabled students are discussed and methods for helping students deal with the…

Fifty-two specific recommendations of the Commission on Education of the Deaf to remedy the situation resulting in its claim that "as of early 1988, education of persons who are deaf is characterized by inappropriate priorities and inadequate resources" are provided. (DB)

Provides an overview of litigation in which courts have addressed the extent to which costs can be considered in determining appropriate programs for children with disabilities. (MLF)

Examines the way in which integration or mainstreaming policies in Australia have been subverted by labeling disruptive young people as defective and by deploying the practices and culture of disability as a means of imposing social control on such students. Suggestions are given for reframing the issue of school failure as interactional rather…

Examined two models for inclusion of preschool children with identified special needs that have particular relevance for school counselors. Results indicate that it is possible to accommodate a broad range of differences without sacrificing the welfare of typically developing or special needs children. (JBJ)

Discusses research on teacher beliefs, highlighting teacher attitudes toward mainstreaming students with disabilities. It proposes a conceptualized approach to teacher preparation and suggests drawing methods from the counseling education discipline, for example, clarifying processes and bibliotherapy. (SM)

An analysis of questionnaires completed by 94 partially sighted children and their parents attempted to identify the visual environmental adaptation problems (VEAPs) of children in regular classrooms. Significant VEAPs were found in classroom tasks, in tasks that required the resolution of fine detail, and in some mobility tasks. (Author/DB)

A teacher describes her science class' successful inclusion of a student with Rett Syndrome. Included in the article are the classroom implications of the disease and strategies for ensuring that all students receive the best science education available. (ZWH)

A teacher shares three instructional aids that she used to teach blind as well as sighted students the basic principles of chemical bonding.(ZWH)

Discusses integration of students with severe disabilities, noting that programing is superior in integrated settings as illustrated by students' Individualized Education Programs. Various assessment tools help determine the extent to which best practices are being adhered to while attending to the individualized programing needs of students with…

High school teachers (n=89) rated the importance of 14 student skills and the reasonability of 35 intervention strategies related to mainstreaming. Student skills deemed most important were study skills useful in every class. Factor analysis of intervention strategy results revealed seven factors, and teachers' preferred intervention strategies…

Implementation of a pyramid model to teach behavior management strategies to the staff of an integrated childcare center found improvements in performance of the three trained "specialists," improvements in other staff trained by the specialists, changes in child behavior, and general satisfaction with the training procedures. (DB)

Three middle school teachers of mainstreamed students with mild disabilities used a computer networking system to check student understanding of math concepts. Results indicated that, with coaching on how to use the data generated by the system, teachers increased the amount of time spent on active teaching and providing feedback. (Author/JDD)

The authors of EC 604 295 examine their developing interest in teachers' perceptions of their peers' effectiveness in teaching difficult students, consider questions raised after seeing results of their study, and outline implications of this line of research in the future. (JDD)