This article describes 4 studies on the interaction between 22 pupils with severe learning difficulties (SLD) and their mainstream peers. The studies do not substantiate the view that children with SLD experience more interaction during brief regular periods of integration than they experience in the special school environment. (JDD)

Self-concept scores of 341 third graders (52 learning-disabled integrated, 164 nonhandicapped integrated, and 125 nonhandicapped nonintegrated) were lower among the integrated learning-disabled students than among their nonhandicapped peers. Results also suggest that integration may enhance the self-perceptions of nonhandicapped children,…

The study examined the range of reading skills in 2,812 general education students in grades 1-6 attending 34 elementary schools. Results documented a wide range of reading skills both within and across grades. Findings are discussed in terms of relations between general and special education. (Author/DB)

A "Discovery Program" implemented in 1989 to help underprivileged gifted and talented students in Israel advance in their chosen fields is described. The importance of local administration and participation is stressed, as are optimal ratios of underprivileged to privileged youth for maximum benefit to all. (PB)

This review concludes that peer tutoring is a very powerful intervention for special education because it increases students' opportunities to respond, reduces teacher-pupil ratio, individualizes instruction, improves students' social skills, and increases students' academic achievement as well as aiding in the integration of disabled students…

Reviews Lipsky and Gartner's book, "Beyond Separate Education: Quality Education for All," and Biklen, Ferguson, and Ford's book, "Schooling and Disability: (NSSE Yearbook Series)." Discusses the shared opinion that the direction of reform should be toward the integration of handicapped children into the regular school program. (JS)

The attitudes of British Columbia directors (N=205) of early childhood education centers toward the integration of handicapped children were assessed. The moderate support for integration was explained by directors' low assessment of their skills with handicapped children, a perception of inadequate accessibility of support staff, and inadequate…

Full inclusion will generate waves of interpretation in program modifications. Among these are team teaching, classrooms within classrooms, and broad partnerships between regular and special education teachers. (MLF)

Addresses common difficulties in the marking and correction of English-as-a-Second-Language student compositions. Presents possible solutions, discussing what works in the author's ESL classes, and suggests common teaching habits to avoid with ESL students. (SR)

A Wisconsin model called Designated Vocational Instruction establishes linkages among vocational and special educators, guidance and administrative personnel, adult support agencies, parents and students. Its goal is to help students with special needs learn entry-level job skills and competencies. (Author/JOW)

Reports on how bilingual educators in California are coping with English-only instruction in the aftermath of Proposition 227. (Author/VWL)

Evaluation of a project to improve higher education access for adults with disabilities found students preferred separate over integrated provision. In integrated programs they felt isolated by teachers' lack of understanding and other students' reactions. In discrete programs they experienced shared understanding of disability, support, and work…

This study examined the instructional contexts of six students with severe disabilities and six peers without disabilities enrolled in the same general education classes. The disabled students were much more likely than typically developing peers to have instruction focused exclusively on them and to receive one-to-one instruction. (Contains…

Reviews instructional practices in the classroom environment and science teaching in special education. Recommends science-technology-society (STS) as a way of teaching science to meet the academic and social needs of disabled students. Contains 32 references. (DDR)

Argues that the regular classroom, with proper teacher training, is the most appropriate educational placement for most gifted students. Problems with alternatives, especially the pull-out approach, are noted as are advantages of the regular class setting such as greater curriculum consistency, continuity, and coordination. Training and…