A six-point rationale for assessing mainstream learning environments in order to facilitate placement of mildly and moderately handicapped students is presented. Indicators of learning environment assessments include substantive modifications, more typical modifications, and curriculum anomalies in the local setting. (Author/DB)

The authors do not feel guilty for implying that all children may not benefit from full inclusion. Children are individuals with differing needs and should not be made to ride the current bandwagon. Total inclusionists who view pullout programs as undemocratic do not see the cruelty behind inclusion of severely retarded children. Recent research…

Reviews two publications dealing with issues accompanying implementation of special education reform: (1) "National Excellence: A Case for Developing America's Talent," which outlines problems associated with gifted education, presents steps for improving opportunities, and offers a vision for future programs; and (2) "Inclusion: Moving beyond Our…

The attitudes of 204 parents of nonhandicapped children toward preschool mainstreaming were examined. Maternal attitudes were related to the positiveness of their experiences with handicapped individuals, family income, education, age, and age of the nonhandicapped child. Fathers' attitudes indicated a relationship between age of their child and…

An Illinois school principal shares 10 strategies for effectively integrating handicapped students into regular classrooms, including holding a special open house, involving the parent organization, familiarizing the new staff, holding frequent staff meetings, establishing peer mentoring and buddy systems, communicating with newsletters, and…

A total of 28 nonhandicapped four year olds in mainstream preschool classes explained the disabilities of 14 peers by referring to concepts of immaturity, accident, or adaptive equipment to account for the behavioral differences that they observed. (MDM)

Describes the experience of a five-year-old mainstreamed boy who supposedly had a developmental lag in language. The boy illustrated his understanding of basic functions of written language by competently orchestrating a pretend rental agreement with one of the authors. Illustrates the need to look beyond the surface features of the writing of…

Issues are discussed that arose in the training and implementation of the Advanced Learning Environments Model (an approach to restructuring educational services to accommodate full-time mainstreaming of most mildly handicapped elementary students) at two sites. A brief description of the model and sites is followed by specific issues. (Author/PB)

Employed naturalistic methods to investigate general education teachers' (n=26) willingness to reintegrate into their classrooms students with learning disabilities and whether student behavioral and academic data impact those attitudes. Found that teachers were initially unenthusiastic or neutral about reintegrating students into their classroom;…

Three papers present the positions of national organizations on full inclusion of students with learning disabilities in regular education classrooms, including the Learning Disabilities Association of America, Council for Learning Disabilities, and National Joint Committee on Learning Disabilities. All three papers call for a continuum of…

Notes full inclusion has become a reality in many schools. Discusses four basic types of resistance to such educational reforms. Suggests that a functional approach can help educators deal with resistance. Suggests learning to recognize resistance and to deal with it effectively facilitates the creation of alternatives for students with special…

Suggests that the inclusion of learners with specific learning disabilities into mainstream literacy classes to the detriment of all students and frustration of teachers is a burgeoning issue. Describes the flexible course provision provided in a highly successful adult basic-education intervention program. (JOW)

Discusses the challenges, the fears and the rewards encountered by the parent of a disabled child as that child enters the mainstream schooling system. (NH)

Discusses why transition to school has recently been singled out as a significant and "hot" topic: (1) dramatic demographic changes within society and local communities; (2) provision of education to all children, regardless of presence of major disabilities or serious health concerns; (3) the crisis and uncertainty of funding for many public…

Historically, states in the northeast region have differed considerably from neighboring states in the percentage of their special education student population served in different educational environments. Placement data indicate the degree to which students with disabilities are placed in the least restrictive environment (LRE) along the…