Examined attitudes of Israeli elementary school students (N=2,845) and their teachers (N=145). No correlations were found between students' and teachers' attitudes toward children with disabilities and mainstreaming. Israeli students displayed a custodial-patronizing attitude whereas teachers' approach was more medical-diagnostic. Background…

A survey of parents, teachers, therapists, psychologists, and deaf adults (n=628) and 15 case study sites were used to identify the following good practices supporting deaf students in mainstream schools: direct support for teachers of the deaf, joint planning by support and mainstream teachers, student involvement in decision making, and…

Explores the racialized discourses surrounding basic writing students by using the notion of education as "white property." Shows how students are racialized as "minorities" despite the significant numbers of whites in the program. Argues open-admissions students are discursively coded as non-white. Contends that racialization…

Describes the experiences of a child with Downs Syndrome placed for 2 years in a regular Montessori classroom for 3- to 5- year-olds. Includes discussion of interactions with the boy's mother, the boy's problem behaviors and eventual acceptance by the other children, and the teacher's efforts to adapt materials to help the boy succeed. (KB)

The purpose of this article is to present a Polish point of view of integration work with children needing assistance. Since the 70th year of the twentieth century, the Polish kindergarten was starting to realize a new educational and care duty. The changing of duty was a consequence of psychological and pedagogical research study which encircled…

The purpose of this article is to describe how increasingly intensive, multilevel interventions can be used to ensure the increase in number of children who learn to read. We first review the promise and limitations of empirically validated best practices for mainstream classrooms. We then discuss results from a recent multilevel intervention…

Conductive education is a distinctive style of teaching and learning for pupils with physical difficulties. It is practised in the UK in some maintained, non-maintained and independent special schools and centres (here collectively termed conductive-education schools). In this article Mike Lambert investigates the extent to which these…

Meeting the needs of every student so that they can be successful in the real world and life is one of the primary goals of education. In this era of high stakes standardized testing and No Child Left Behind, it is expected that all students should achieve at the same academic levels. Yet, no two students are identical so it makes logical sense…

The growing number of children with disabilities who are served in general education classrooms has made it necessary for general and special education teachers to work together to ensure that all students receive an appropriate education. As the instructional leader, the school principal is presented with the challenge of facilitating and guiding…

Students with autism have needs during physical education that resemble their needs throughout other parts of the day. Many students with autism work with a structured and consistent routine, visual boundaries, and reduced negative sensory stimulation. Meeting these needs requires much effort on the part of physical educator because the physical…

The debate about whether to include all kinds of students in the general education classrooms is a current topic in the European and Scandinavian educational policy. This paper comes to grips with this topic by focusing on the process through which professionals define educational possibilities and risks for one group of children considered as…

Background: Inclusion is one of four policies for people with disabilities in the UK. Criticisms of its three key attributes--mainstreaming, independent living and employment--are reviewed. Methods: This study of 28 young people, most with severe intellectual disabilities, investigated engagement with inclusion at their transition to adult…

An ethnographic, descriptive research methodology was used to explore the service delivery of three U.S. charter schools (one independent and two dependent secondary public charter schools) in Southern New England, United States as they relate to grade nine mildly disabled special needs students. Field research was also conducted in Costa Rica and…

Advances in medicine have increased the survival rates of children with complex medical conditions, including those who are dependent on technology such as ventilators and tracheostomies. The process of integrating children dependent on medical technology into public schools requires the collaboration of a multidisciplinary team to ensure that…

When a school-age child with disabilities is accepted into a childcare setting, it is only the first step. The sustenance of the care option depends on whether the setting makes appropriate adaptations to accommodate the child with disability in the setting. Parents face a host of challenges related to adaptations and accommodations. This study…