A 2-year study of 18 schools across Oregon was conducted to provide descriptive information about the effects of supported education on students with and without Individualized Education Plans (IEPs). Regular classroom teachers and their supporting special education staff volunteered to teach and score performance tasks in their supported…

This paper describes the use of cooperative teaching to teach all students in the general education classroom and the three most promising approaches to implementing cooperative teaching: team teaching, supportive learning activities, and complementary instruction. The first method, team teaching, is defined as having the initial presentation of…

This final report describes activities and accomplishments of a 2-year (1987 through 1989) project on the design and evaluation of specific marker and student outcome variables in school learning environments for effective mainstreaming of students with mild disabilities. The report is organized into eight sections; these include a project…

This publication provides suggestions for day care workers providing care for infants and toddlers with disabilities and their families. The guide is oriented around questions that providers may have in working with these children and families, and begins with a brief section entitled "What Do I Need to Know about Disabilities?" which…

The classroom environment that teachers provide for special needs students directly influences students' self-concept. To explore the scope of this relationship, students in homogeneous and heterogeneous classes, along with other environmental factors, were studied. Data was taken from special needs students in middle school, who either had been…

A course on the needs of students with disabilities implemented an activity for preservice vocational teachers to promote problem solving and active application of knowledge. Participants carried out the following activities: (1) observing and interviewing a student with a disability and his or her teachers; (2) writing a case study about the…

Two Q-sort surveys examined perceptions about inclusive classrooms among 40 rural special education and regular education students, aged 12-19, and among 59 educators from metropolitan and rural school districts. Educators included preservice teachers, administrators, and teachers experienced in elementary through higher education; 41 percent were…

This study investigated the changes in the mainstreaming practices of five school districts, which were originally described in a 1974 study by Birch. The districts involved were: Tacoma (Washington), Richardson (Texas), Plano (Texas), Tucson (Arizona), and Louisville (Kentucky). Survey forms were sent to superintendents of the original six…

This study evaluated the effectiveness of progressive time delay in teaching three male preschoolers with disabilities to imitate their peers during arts and crafts activities. The subjects were enrolled in a half-day, mainstreamed program designed for children with autism. Teacher-delivered peer-mediated trials were embedded into a daily arts and…

This manual describes a Kansas program which is working toward full inclusion of students with deaf blindness through the MAPS approach (which stands for Making Action Plans or the McGill Action Planning System). An introduction stresses the value of integration and the focus of MAPS on the student's abilities and not his/her weaknesses. The MAPS…

A forum on inclusive schools, developed cooperatively by 10 national organizations, focused on the experiences of 12 schools and school districts across the United States and Canada. Twelve features are identified as characterizing inclusive schools: (1) a sense of community; (2) leadership; (3) high standards; (4) collaboration and cooperation;…

This collection of essays warns against embracing the illusory rhetoric of full inclusion of all students with disabilities in regular education programs maintaining that this movement offers only an illusion of support for all students. Essays are divided into three sections. Part 1 provides context and historical perspective. Part 2 is a series…

This manual is intended to help educators and families address students' behavioral problems so that students with emotional and behavioral difficulties can be included in regular education. Chapter 1 is an introduction and uses vignettes to identify supports that students, educators, and families say they need. Chapter 2 offers case studies on…

In 1990 the Michigan Inclusive Education Initiative was implemented by the state department of education to facilitate full inclusion of disabled students into regular classroom settings. This paper reports on implementation of inclusive education within the Marquette-Alger Intermediate School District (MAISD) in the Upper Peninsula region of…

A program developed at West Virginia University trains special education teachers to be collaborative consultants to general educators implementing inclusive education. From 1991 to 1994, 30 special education teachers completed requirements in two areas of specialization for teaching students with mild disabilities. In addition, they completed a…