Although children with moderate to significant disabilities participate in regular education, they often attend a school outside their own neighborhood, thereby limiting the effects of mainstreaming. The La Grange Area (Illinois) Department of Special Education has experimented with various learning strategies to facilitate inclusion and imparts…

For inclusiveness to foster growth and cultural enrichment for all its members, teachers need much more than classes on handicapping conditions. Teachers must be prepared through preservice and inservice training to enter a new school community where all students are valued and expected to learn. Syracuse University offers a task force or teaming…

Three problem areas are identified in mainstreaming gifted students: (1) teachers who feel that gifted children do not need differentiated opportunities; (2) teachers who do not address students' needs in subject areas in which they feel uncomfortable; and (3) insecure teachers who feel threatened by the confrontational nature of some gifted…

This position statement of the National Joint Committee on Learning Disabilities identifies factors necessary for effective educational services for students with learning disabilities in general education classrooms; problems related to providing these services; and recommendations for actions required at the state, school district, and school…

Questions whether the benefits of separating basic writers into homogeneous classes continue to outweigh the disadvantages. Proposes that teachers gather data about success rates of current basic writing courses (using "mainstreamed" volunteer basic writers) and revise first-year composition courses to ensure they will respond to a wider range of…

Reviews research about parental perceptions of and experiences with mainstreaming and discusses implications for practice. The literature reviewed focuses on parental perceptions of the effect of mainstreaming on children, families, and communities. Suggestions for developing successful mainstream education programs are offered. (TJQ)

Qualitative research methods were used to examine practices at an elementary school providing inclusive schooling for students with and without disabilities. Findings indicated that systems change occurred slowly, intentionally, and with a collaborative process of decision making which stressed development of policies, conditions, and supports…

Describes the process 1 family used to facilitate friendships for their 10-year-old daughter with Down's Syndrome. The article explains to teachers how children who are mainstreamed into regular schools can feel lonely without a support network to provide social interactions that might not otherwise occur. (SM)

This study found that 47 mildly handicapped third graders in a full-time integrated program, Team Approach to Mastery (TAM), experienced greater achievement gains than 31 students in resource rooms, though differences were significant only in math. Nonhandicapped TAM students (n=176) made greater gains than mildly handicapped TAM students and…

The article offers 10 questions to aid in integrating hearing-impaired preschoolers into a child care program. Questions address such concerns as staff and children learning to communicate with the deaf child, interpreting, social integration, group size, and helping the deaf child achieve status. (DB)

This article presents principles, options, and factors to consider when determining the amount of time and the kinds of instruction that should be provided to students with severe intellectual disabilities in regular education classrooms and other settings. These include intellectual ability; chronological age; related services;…

Analysis of questionnaire responses of 51 regular elementary teachers and 50 paraprofessionals in British Columbia classes which included handicapped children found both groups tended to agree on actual, preferred, and not appropriate paraprofessional tasks. Task endorsement was primarily determined by the age, grade level, abilities, and needs of…

This article examines the special education teacher's role in Wisconsin's Designated Vocational Instruction interdisciplinary approach to providing vocational skills and competencies to disabled high school students in the least restrictive environment. Both direct support to students and indirect support to vocational instructors and the program…

A total of 93 elementary, middle school, and high school teachers rated the desirability and feasibility of adaptations for mainstreamed students in their general education classes. All adaptations were perceived as more desirable than feasible, and few differences were found among teachers of different grade levels. (Author/JDD)

Examines concerns of elementary special needs students who must make transition to and from regular classroom and special education classes. Sees counselors in strategic position to act as consultants to regular and special educators involved in mainstreaming special needs students. Identifies two significant areas in which counselors and…