The article describes a program at Connahs Quay High School in Wales (United Kingdom) which integrates 18 moderately disabled students and about 100 mildly disabled students into the regular school program. The support system includes a special needs coordinator, liaison with primary schools, and an active role by the school psychologist. (DB)

Examines the practice of mainstreaming students with disabilities into regular classrooms. Also examines the practice of full inclusion, which keeps such students in regular classrooms for as much of the school day as possible, avoiding extensive use of "pull-out" programs. (MDM)

An integrated preschool physical education curriculum to serve children with and without disabilities is detailed, including the five-step curriculum development process, the developmental and functional characteristics of the curriculum, and facilitation of social integration. A table lists the curriculum's goals and objectives. (DB)

An elementary principal discusses his own son's learning disabilities and explains how schools can engage parents in setting special needs students' individualized education programs. As a parent, he went through four stages: separation anxiety, role confusion, concern about the future, and partnerships with teachers. Educators must recognize each…

Compares costs (for instruction, administration, transportation, and staff development) related to inclusive programs in four pilot elementary schools with costs for traditional special education services in nine other elementary schools in the Greater Clark (Indiana) School District. The fiscal analysis found both programs equally cost-effective.…

This article considers the appropriateness of full inclusion for all students with learning disabilities. It clarifies the relevant terminology and examines the premises and assumptions of full inclusion. Preservation of the continuum of alternative placements for students with learning disabilities is recommended. (Author/DB)

Focuses on expanding childhood programs to accommodate deaf, hard-of-hearing, and hearing children: in-service training; the addition of staff who can communicate with the deaf and hard-of-hearing children; and with physical changes. Modifications to aspects of the environment are discussed. (LZ)

Educators can take several practical steps to increase the success of inclusion for troubled students and their classmates and teachers. The five basic needs of problem students are discussed, along with strategies for meeting their basic needs and dealing with disruptive classroom behavior. (CC)

A study was conducted over a 15-week period during which 6 preschoolers made weekly visits to a day-care center. There was little spontaneous cooperative play between day-care children and children with disabilities. Students with disabilities showed increased social and play skills. (LB)

Interviews with 19 general education teachers of grades K-9 found that, despite teachers' initial negative reactions to placement of a child with severe disabilities in their classrooms, 17 teachers described positive transforming experiences and identified benefits to the students with disabilities, their classmates, and the teachers themselves.…

This paper uses qualitative research data and examples from a high school drama class to examine how achieving full learning membership for students with severe disabilities requires teachers, in collaborative and consultative relationships, to provide all students with crucial supports by flexibly working within three inclusion parameters…

A 1984 sample of teachers, teachers-in-training, and nonteachers in Victoria, Australia, were compared to a 1990 sample in terms of attitudes toward integration of students with disabilities. Results indicated that after six years of experience with an integration policy, teachers' attitudes were more positive. (Author/JDD)

This study compared the perceptions of 20 normal peers of the nonspeech characteristics of 8 dysarthric (with cerebral palsy) and 8 normal-speaking children (ages 6-11). Results indicated that the normal speakers were judged much more positively than the dysarthric speakers. Implications for the mainstreaming of children with dysarthric speech are…

Compares the performance of four mainstreamed learning-disabled students on oral and written tests in social studies. Finds superior test performance during oral testing replicated across all four students. Suggests procedures for implementing oral testing by classroom teachers. (RS)

Presents helpful suggestions for counseling handicapped children. Includes brief review of the literature, then presents rationale for basing counseling model on environmental-experiential approach to developing personal and social growth. Provides three sets of directions for establishing and maintaining environment and two sets of instructions…