This final report describes the Systematic Integrated Preschool Education Model (SIPE) project, which established classrooms to demonstrate an inclusion model for serving preschool children with severe disabilities. A total of 33 preschool children with identified developmental disabilities and their families in three Virginia school districts…

Joshua Intermediate School, in a rural community near Fort Worth, Texas, uses inclusion to address the needs of the special education student while allowing opportunities for success in the regular classroom through coteaching experiences between general and special staff. In the inclusion setting, the student must meet only the individual…

Rural school districts face special problems in serving children with multiple/severe low incidence handicaps. One option not usually considered for this population is full time regular class placement. Five models may be used in regular class placement: (1) team teaching in which two appropriately certified teachers share management…

A public school in Brooklyn, New York, has developed a system in which handicapped children are integrated into the life of the school. Special education classes are paired with nonhandicapped classes. They share a variety of activities, including presenting assembly programs or plays, going on joint field trips, and sharing appropriate physical…

The Portsmouth, New Hampshire, project for adolescents, known as the KIDS Program (Kids In Difficult Situations), is a regional program emphasizing family intervention. KIDS has attempted to mainstream 30 emotionally handicapped adolescents into all regular academic and vocational high school courses. Individual, group, and family counseling are…

The book examines approaches for serving behavior problem students in the ordinary British School. The first of four sections provides a theoretical framework against which to consider educational services for behavior problem students. Topics addressed include the emotional climate of the classroom and the nature and development of behavior…

The background of P.L. 94-142, the Education for All Handicapped Children Act, is reviewed, its contents analyzed, and major problems identified. Areas of controversy addressed include provision of such related services as psychotherapy, school health services, summer programs, and vocational education. Expense and ambiguity of the law are among…

Efforts to open up the Lexington School for the Deaf have been aided by such actions as offering the use of school facilities to community groups, incorporating trained volunteers into the program, mainstreaming students into regular public school classes, and enrolling normally hearing children in the Lexington School classes. (CL)

Children 5- to 8-years-old with educational, emotional and neurological problems received individualized instruction in a behavior modification oriented diagnostic class with emphasis on reentering the regular classroom. (CL)

This digest defines students with severe handicaps, documents the benefits of integrating students with severe disabilities into regular classrooms, and outlines procedures for facilitating integration. It notes some issues associated with access and scheduling, areas in which additional support might be needed, ways to incorporate information…

The Technical Assistance Program of the Society for Crippled Children of Cuyahoga County, Ohio, assists parents in finding child care in community day care programs and day care homes for their children with disabilities. The program provides staff training, on-site consultation and support, liaison with professionals that are involved with the…

The Vocational Preparation for the Handicapped Program prepares 14- and 15-year-olds for participation in regular vocational education programs and for a successful learning experience. Recommended students are evaluated to determine if they have vocational potential and, if so, are assisted in making the appropriate vocational placement. Students…

The major goals of the Hawaii Integration Project have been to: (1) promote the development of social interactive skills in severely handicapped children to facilitate their acceptance by and adjustment to integrated community settings; (2) develop effective methods of training (including inservice) to prepare general education teaching staff,…

A group of researchers from Syracuse University's School of Education (New York) conducted 25 case studies of local school programs that had been nominated by teachers, administrators, and parents as being exemplary in integrating children with disabilities into the mainstream of education. The 12 case studies selected for this volume represent…

This edition of the newsletter of the National Information Center for Handicapped Children and Youth explains the meaning of Least Restrictive Environment (LRE) and shows how it can be put into operation not only in school but throughout the life of a disabled person. Brief articles have the following titles: "The Least Restrictive Environment:…