Examines opinions of 189 innovative elementary teachers near Ottawa regarding mainstreaming handicapped and behaviorally disordered students. Suggests schools are now better prepared to implement mainstreaming but less capable of dealing with its substance. Teachers recognized importance of integration but were not convinced of its educational…

The article describes the whole school approach to special education provision in British primary schools. Schools are encouraged to develop a policy document covering such aspects as general aims, staff roles, assessment and record keeping, curriculum, working with parents, staff development, and policy review. (DB)

Six playground skills of 37 moderately mentally handicapped students in mainstreamed elementary schools were evaluated. Results suggested these children are ill prepared for participation in mainstream recess and lunch hour activities. Although subjects usually could run and jump independently they were less skillful at climbing, swinging, and…

To maintain "marginality" when attempting to implement PL 142 (the Education for All Handicapped Children Act), a principal must understand the demands, goals, needs, and motivations of all concerned. Mainstreaming and other special education decisions made by principals need to be guided by situational ethics. Includes five references.…

Group teaching strategies may serve as an effective means for mainstreaming mildly handicapped students. Such strategies, including cooperative learning, peer tutoring, and reciprocal teaching, can develop social skills, provide a framework for instruction, and link the special and general class. (Author/DB)

Conflicts between the British Education Reform Act of 1988 and the 1981 Education Act as well as the Warnock Report (1978) are identified. Considered are ways the Act deals with the following issues: special educational needs, curriculum, and the process of integration. (DB)

This paper describes the integration of nine preschool children with blindness into a regular preschool program in Sweden. It focuses on the first introductory period; the children's strategies in orienting within the environment and exploring objects and toys; their participation in play; and their social interaction with sighted peers and…

This paper presents five systematic phases for bringing about successful regular education inclusion of students with severe disabilities. Phases include develop networks within the community, assess school and community resources, review strategies for integration, install strategies that lead to integration, and develop a system of feedback and…

Inclusion's new challenge is to create schools that no longer rely on a particular text, activity, or teaching mode to support a given student's learning. The learning enterprise of reinvented inclusive schools will be a constant conversation involving students, educators, families, and others working to construct learning, document…

A case study is used to show how an eclectic approach to counseling can be helpful in the integration of a child with special educational needs into a mainstream secondary school. Counseling techniques emphasized goal setting, feedback, and modeling to change perceptions, increase self-responsibility, and change behavior. (JPS)

This paper examines four court decisions felt by some authors to represent judicial activism concerning least restrictive environment for students with disabilities. The courts' reasoning and decision-making methods are discussed, and the paper concludes that there is no indication that the courts are ready to abandon precedence and begin…

This article reviews the legal basis of inclusion of students with disabilities in regular education settings, focusing on students with behavior disorders. It examines case law and extrapolates principles from these cases, including the Daniel R. R. standard, the Rachel H. standard, and the Clyde K. and Sheila K. versus Puyallup School District…

The occurrence of communication breakdowns during cooperative learning activities and interventions was studied with 7 mainstreamed students, ages 9 to 12, with hearing losses and 21 normally hearing peers. Intervention resulted in a decrease in the occurrence of breakdowns. Breakdowns tended to be resolved more often when peers revised their…

Similarities and differences between least restrictive environment (LRE) and collaboration are considered. It is suggested that both LRE and collaboration are essential to achieving appropriate education for students with disabilities, but the potential of LRE and collaboration has not yet been fully realized. (SW)

Collaborative and inclusive schools search for the most education-enhancing environment for each student. The Collaborative Consultation Model and collaborative problem solving are often used to build team structures and solve problems, rather than teachers working in isolation. The model is discussed in detail. (CC)