Researchers and practitioners have generally concentrated on the following areas of social competence: (1) social assertion; (2) interviewing skills; and (3) conversational ability. Reviews issues of methodology. Studies are reviewed and recommendations for future research are made. (Author/BJV)

Contains 27 specific suggestions for teachers with special needs children mainstreamed in their classroom, particularly children with visual and auditory perceptual difficulties and poor motor skills. Notes that teachers need to make sure that directions, visual and verbal cues, learning materials, and computers are appropriate for children with…

Suggests how insights from Paul Bohannon's book, "How Culture Works" (1995), could be used to address such questions as, "How do deaf people learn their culture?" and "How do deaf children learn (what) culture?" Bohannon's idea of cultural dynamics is applied to deaf culture to trace how that culture evolved, how it…

Reports on a study about mainstreaming issues in music education among 107 Arizona music educators. Finds that, in most schools, mainstreaming is the only music placement option, and regular music teachers are the sole providers of instruction for special learners. Concludes that effective mainstreaming does not exist in Arizona. (CFR)

Interviews with mothers of preschool age children with established disabilities (n=230) and those classified as at-risk (n=32) were conducted, focusing on issues of children's peer relations and friendships. Mothers of children in both integrated and specialized settings perceived their respective settings as facilitating social development. Both…

This article presents a rationale for inclusion of students with attention deficit hyperactivity disorder in regular classrooms; identifies current problems with inclusive practices; and offers a model program, the Irvine Paraprofessional Program. This program focuses on the use of paraprofessional teacher assistants, inservice training on…

Provides a brief overview of the legal context of litigation regarding whether children with disabilities are entitled to be placed in the regular education program with supplemental aids and services. Examines federal circuit rulings since 1990 that highlight the complexities involved. (39 footnotes) (MLF)

Evaluation of integrated versus segregated schooling of 91 children with severe developmental disabilities found that integrated children spent less time with therapists, equal time with special education teachers, more time with other children, and less time alone. No differences were found on developmental skills; however, integrated children…

The Language Resource Room Level of Service is a model developed by the Philadelphia (Pennsylvania) School District to provide intensive speech-language services for children with moderate to severe speech-language disorders, in the least restrictive setting. The speech-language pathologist assumes the roles of coteacher, consultant, and direct…

An in-service training model was developed to encourage collaboration among regular classroom teachers to assist mainstreamed handicapped students. The model encourages teams of educators to undergo training, uses a collegial approach, provides a forum for sharing classroom problems and possible solutions, and provides technical skills for…

A survey of 573 elementary school and secondary school New York teachers, including teachers of gifted and learning-disabled students, indicates that teaching the gifted is related to job satisfaction, whereas working with learning-disabled students is related to decreased job satisfaction, especially for teachers without special training. (SLD)

Evaluated a five-month effort to prepare students with disabilities to move from a resource room into a regular classroom for math instruction. Preparation included use of curriculum-based measurement and transenvironmental programing. Results indicated that the experimental procedures contributed to students' positive attitudes and confidence.…

Describes a variety of devices that can assist students with disabilities. Highlights recently developed devices for students with specific learning disabilities, and with vision, hearing, health, physical, and speech and language impairments. The devices can help rehabilitate, reeducate, facilitate normalcy, or augment current functioning. (GLR)

Describes a comprehensive classroom management system that fosters the development of academic and social goals in all elementary school students. Advocates an approach that includes antecedents that prevent or minimize disruption and consequences that reinforce or increase appropriate behavior. (GLR)

Highlights four themes of special education: (1) role of the federal government; (2) mandatory collaboration among professionals; (3) mandatory tailoring of the child's educational program; and (4) parent involvement. Cites South Carolina legislation and discusses the extension of the principles of special education to regular education. (MLF)