Describes the Salome Urena de Henriquez Intermediate School 218 in Manhattan, New York. The school is organized into five academies and includes a health and dental clinic, an extended-day program, a community-based steering committee, and appropriate inclusion of all children. Salome Urena opened in partnership with Children's Aid Society. (CC)

This article presents a plea to include disabled children in physical education programs and discusses appropriate programing within the context of British Columbia's new guide, "Physical Education: Primary to Graduation Curriculum/Assessment Learning Guide." (DB)

The transition programs of 326 secondary educational programs for deaf and severely hearing-impaired adolescents were surveyed. Results suggested that residential schools had higher implementation rates (for desirable transition characteristics) than did mainstream and other programs. All groups valued the identified transition practices more than…

Crack-affected children who experience early intervention can be mainstreamed successfully into regular classes. These children can be overwhelmed by stimuli and need stability, routine, and sameness in the intervention classroom. Teachers have discovered effective methods for working with crack-affected children. (16 references) (MLF)

This paper identifies fundamental characteristics of successful heterogeneous public schools, outlining examples of practices that enable schools to accommodate greater student variance. Characteristics include, among others, outcomes-based instructional models; utilization of peer power; cooperative learning; opportunities for professional…

The paper reports on application of a case-by-case reintegration approach to helping 10 behaviorally disordered elementary students transition into less restrictive environments. The strategy combined transenvironmental programing, student-directed interventions, and collaborative consultation. Effectiveness was suggested by the number of students…

Notes the importance of a smooth transition from preschool to kindergarten for special needs children. Discusses three major steps for a successful transition: (1) identification of differences between preschool and kindergarten classes that could affect the adjustment of the child, (2) preparation of the child for the transition, and (3)…

A teacher educator--former teacher and principal, and mother of a developmentally delayed 12-year-old girl--discusses placement of special children from 3 perspectives. Under the best of circumstances, inclusion is a very good idea. With too little funding, training, or development, it can be a disaster. Selecting the right children for inclusion…

Five special needs children were placed in an integrated preschool program as their first preschool/group care experience. A preentry visit was found to be predictive of the children's adjustment to preschool. Some of the children exhibited separation problems, aggression, self-stimulation, loud vocal behavior, and high rates of unoccupied…

This response to Carr (1993) on the issue of inclusion for students with learning disabilities supports inclusion. It distinguishes between "mainstreaming" and "inclusion," describes one inclusion model being implemented, and suggests that the momentum of the inclusion model has been generated by the failure of programs currently serving students…

This paper describes 10 components of a comprehensive classroom-based program for students with emotional and behavioral problems included in regular classrooms. It contrasts the program's educative approach with more control-oriented approaches and discusses methods to overcome common barriers to implementation of such programs. (DB)

To understand trends in Scottish special education statistics, the data must be set against known demographic factors and must take into account changing patterns of age of pupils served in special education, types of learning difficulty, categories of establishment included, and distribution between schools and departments. Concludes that a move…

The study compared the use of guided notes alone and guided notes with supervised review time with six students with learning disabilities integrated into a regular high school science class. The guided notes with supervised review time strategy produced significant academic gains across all participants. (Author/DB)

This study with 39 secondary students with severe disabilities integrated into regular programs in either home schools or cluster programs found that the proportion of students residing outside the normal school boundaries and the percent of students classified as Severely Multiply Handicapped were both negatively associated with both in-school…

IQ scores and disability labels can sentence certain children to lifelong failure. MAPS (Making Action Plans) is a collaborative process that brings the key actors in a child's life together to create an action plan to be implemented in a regular classroom setting. This article describes MAP's eight-step planning process. Sidebars describe MAP's…