An approach to collaboration in social skills instruction for students with disabilities or other special needs is described. The Teaching Social Skills Program involves a four-step evaluation process, with various interventions for students who either cannot or will not demonstrate prosocial behaviors. Teacher training in collaboration skills and…

This directory provides information, by state and province, on U.S. and Canadian schools and programs for preschool, elementary, secondary, and postsecondary students who are deaf or hearing impaired. A chart summarizes program types, number of students enrolled, services offered, and communication methodologies. Information on demographic…

Stimulated recall was used with 28 classroom teachers to examine their thought processes during instruction. Results indicated that at-risk children received more negative comments about attending and ability than did average achievers. Special education students received more positive and negative comments about attending than did average…

Discusses team-teaching or coteaching in the special/regular education integration approach. Describes the development of integration approaches, the limits of the consultation model, the restructuring demands of coteaching, barriers to implementation, advantages to the approach, and 10 suggestions for developing coteaching in schools. (JB)

This case study of a gifted young man diagnosed with attention deficit disorder (ADD) at the age of three, and later identified as learning disabled, describes the boy's development and his positive and negative educational experiences in preschool, public elementary school, special school, mainstreaming back into public school, and postsecondary…

Describes a five-step process by which preschool teachers can meet the individual needs of all children, including those with disabilities, while maintaining a group instructional format. The process links assessment to curriculum, has planned teacher-directed individualized group instruction, implements behavior management techniques, and…

Acknowledges that children with special needs flourish and benefit from early-childhood environments that empower learning. Discusses center learning, which allows children to be actively engaged in self-directed learning based on strength, ability, and interest. Suggests that center learning can enhance aspects related to emergent literacy…

Investigated the effectiveness of and reactions to an alternative teacher education program for students seeking early childhood licensure who wanted to work with young children in inclusive settings. The program used a talent development model. Data from interviews, observations, artifacts, and focus groups indicated that the talent development…

Examined the effect of eliminating tracking and instead teaching heterogeneous classes using cooperative learning. Observations of high school classes, interviews with students and teachers, and specimen data found several changes in pedagogy and attitudes, including more student-centered, interactive classes; greater higher-order questioning and…

Surveys, interviews, and observations were carried out at six remote Alaska village schools to explore perceptions and experiences of teachers and aides related to inclusionary practices for students with disabilities. Findings focus on personal stories affecting participants' perceptions, barriers and supports for inclusionary practices, and the…

A course at the University of Lethbridge (Alberta) uses student portfolios of social and cultural perspectives on disabilities to challenge rural preservice teachers' attitudes toward disabilities and the philosophy of inclusion. Elements of the portfolio are described. The particular value of this method for rural preservice teachers and the…

Focuses on how skills required by the visually impaired to facilitate language learning are acquired in mainstream and special schools. (18 references) (CK)

Teachers (n=129) completed the School Modifications Assessment Checklist to assess their accommodation practices and preferences for working with students having attention deficit-hyperactivity disorder. Findings indicated that full-time special educators tried and succeeded with more accommodations than general, resource, or itinerant teachers.…

Examined the physical and verbal peer conflicts of nine typically developing children and eight children with disabilities in an integrated preschool. Several conflict constructs were examined including goals, oppositions, strategies, outcomes, and the teacher's role in peer conflict. Results suggest the need for active teacher involvement when…

Reviews post 1980 research on inclusion and the effectiveness of special education in general and argues that there is no compelling evidence showing that placement, rather than instruction, is the critical factor in student academic or social success. Research reveals a clear need for special education programs and does not support full-time…