A study of reading, writing, spoken and signed language, speech perception and production, and cognition of 100 profoundly hearing-impaired students in oral and mainstream high school programs suggests that hearing-impaired students have much higher potential for literacy than previously reported, and that the primary predictor is English-language…

Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…

Argues that some educators view the integration of children with special needs into regular schools as a fundamental right. Examines British government statistics relating to the education of special needs children and examines the rights of the children and their parents. (CFR)

Explores the legal aspects of choice programs affecting the education of children with disabilities. Concludes that states that have enacted choice programs have not designed the admissions processes nor the funding systems to eliminate discrimination against children with disabilities. (41 footnotes) (MLF)

This study of six mainstreamed students (in grades six and eight) with learning disabilities, their parents, and their teachers found considerable confusion and ambiguity concerning the impact of letter grades on students with learning disabilities. Students tended to feel helpless to achieve high grades yet blamed themselves for low grades.…

Children in grades 6-7 in a progressive school and a traditional school viewed a role-play video involving a positive or neutral teacher and a confident or nonconfident child with mild intellectual disability. Viewers' responses highlight the importance of school factors and teacher attitudes on regular class peers' attributions of children with…

After reviewing the literature comparing resource room and consultation models for serving children with low achievement, this paper addresses six best practices: peer tutoring, direct instruction in basic skills, precision teaching, cooperative learning, computer-aided instruction, and applied behavior analysis. Teacher attitudes and behaviors…

Describes ways that students with special needs are being included in regular classrooms through technology. Highlights include school-to-work programs; student electronic journals; adaptive technology; science activities using computer simulations; a reverse inclusion model; mainstreaming; and programs with senior citizens. (LRW)

A national survey of 502 general education teachers found that teachers perceived communication problems among teachers and parents as a serious impediment to the effective use of homework with mainstreamed students with learning disabilities. Problems included frequency and quality of communication with parents, role of the special education…

This article explores some of the relevant features of the integration of technological tools into both regular and special education, seeking to determine those positive and negative features that would impact the usefulness of new technologies as aids to the inclusion of students with disabilities in general education classes. (SM)

A study examined a Scottish council's initiative to mainstream secondary pupils with social, emotional, and behavioral difficulties. Classroom observations and teacher interviews at 12 schools indicated that not all departments shared the underlying philosophy, and consultation with community agencies was lacking. Some schools showed progress, but…

Children with special learning needs participate fully in the authors' science classes every day; their job as teachers is to bring about meaningful science connections for all students, including those who do not communicate their knowledge most effectively through the ways most typically associated with classroom learning (i.e., reading,…

The article present results of standardization of the Meadow-Kendall Social-Emotional Assessment Inventory for Deaf and Hearing-Impaired Students (Meadow, 1983), school-age version, for use in Turkey. The SEAI is a 59-item measure for assessing socioemotional adjustment of school-age deaf and hearing impaired students. A sample of 1,097 deaf…

Due to advances in medical technology more early childhood students who are medically fragile are entering school and being included in general education. The field of special education lacks a broad research base regarding this unique population. This qualitative study examined the perceptions of nine early childhood teachers on the inclusion of…

There are various views among academics and researchers about the best type of educational provision for children with Autistic Spectrum Disorder. In the present study parents and professionals were interviewed to get a better insight into their perceptions regarding the various educational provisions on the specialist to mainstream continuum.…