Ninety-two teachers participating in co-teaching responded to a survey and 12 of these teachers were subsequently interviewed. Results indicated: (1) general education co-teachers were perceived as doing more than special education partners in the inclusive classroom and (2) co-teachers who had access to identified collaborative practices,…

Schools can reduce special-education and remedial instruction costs by helping students succeed in early grades. This article profiles several prevention and early intervention programs, including Success for All, Reading Recovery, Prevention of Learning Disabilities, the Carolina Abecedarian Project, Comer's School Development Program, and…

Methods drawn from educational counseling (clarifying processes and bibliotherapy) were applied to groups of Israeli elementary teachers in a continuing education program designed to facilitate mainstreaming practices. Surveys on teachers' attitudes indicated a more positive change in attitude toward mainstreaming among intervention group teachers…

Clarifies issues surrounding inclusion and describes the implementation of an appropriate educational program for an 11-year-old student with autism entering middle school. Discusses collaborative efforts of school staff, importance of shared leadership roles, adherence to appropriate due process, and analysis of the instructional environment in…

A study compared scores on the Developmental Diagnostic Profile for 68 children with emotional/behavioral difficulties on entry to a nurture group, on exit, and after two years of mainstreaming. Emotional/behavioral difficulties were significantly reduced upon exit. Current data reveal that in 16 of 20 sub-strands, improvement has been primarily…

A commentary precedes this previously published essay that argues the excellence-equity debate requires policymakers to consider mainstreaming the gifted. It is noted in the commentary that McDaniel seems to have anticipated the current interest in push-in, as opposed to pull-out models for gifted education, and use of curriculum differentiation…

A survey of 140 deaf and hard of hearing students attending integrated or self-contained high school classes in New South Wales, Australia, found that, although students were aware of the advantages and disadvantages of various placements, 80 percent were generally satisfied with their current placement. Results support provision of a range of…

Documents the responses of band students to a questionnaire consisting of statements regarding the inclusion of students with disabilities in the school band. Analyzes the responses of students who watched a video depicting the successful inclusion of disabled students and of those who did not view the video. (MJP)

Develops the concept of mainstreaming citizenship within schools and organizations in order to stimulate the greater diversity in teaching and learning necessary to accommodate conditions of rapid social change in an increasingly multicultural society, examining the school's role in consciousness raising, noting implications for inservice training…

Describes the challenges of including 22 students with wide-ranging abilities into one third grade classroom, focusing on class projects and units; support systems for special needs students; math, reading, and writing activities; use of multiple intelligences; and the benefits inclusion (e.g., having two adults in the room, role models for…

This article follows Jose, a child with autism spectrum disorder, through his communication journey from age 3 to age 11. His journey illustrates many of the characteristics and challenges of individuals with autism spectrum disorders, as they become a part of the literate community in the general education classroom. Collaborative, family-based…

The researchers examined the communication participation, academic achievement, and social behavior of five Deaf or Hard-of-Hearing (DHH) students, five DHH students with additional disabilities (DHH-D), and 18 nondisabled, hearing peers in a co-enrolled, Grade 3-4-5 combination classroom. DHH students were not significantly different from their…

Although it has been argued that students with behavioral disorders benefit most from placement in general education classrooms, careful and systematic support is required to insure that their placement is successful. In this article, we review supports and interventions provided at multiple levels that together are known as "positive behavior…

Anthea Asprey and Tricia Nash both belong to the Children's Hospice South West Research Group, based at the University of Exeter. In this article, they report one aspect of a research project designed to determine the adequacy of support for young people with life-limiting and life-threatening conditions in the education system. They describe here…

An overview is provided of (a) deaf education in China, (b) views of deaf Chinese, and (c) recent empowering international collaborations. China's national policy focuses on oral/aural education and hearing rehabilitation. However, everyday practice in schools for deaf children includes various forms of Chinese Sign Language. Early childhood…