Offers strategies for modifying the regular class curriculum for high-ability students including lesson modifications, assignment modifications, and scheduling modifications. Three case studies illustrate these modifications. (DB)

Considers the proposal that students could learn as much English as they needed in one intensive year, after which they could be successfully "mainstreamed." Argues that this might work for small children, but there are different considerations when fluency for college-prep courses are addressed. Concludes that effective teachers look to their…

Recently, a major debate has arisen between full-inclusion advocates and their critics. Morse maintains that full inclusion is the only way to ensure that mandates of the Individuals with Disabilities Education Act are carried out. Santos argues that inclusion must be tempered by alternative arrangements that best serve an individual child's…

This study of three high school students with severe disabilities in regular education classes found that regular class participation was an important source for meeting peers without disabilities who subsequently became members of students' social networks. Perceived quality of social contacts was not dependent on initial contact being made…

Describes the planning and initial implementation of the restructuring of Oswego Middle School, New York, toward full inclusion for students with mild, moderate, and severe disabilities. Includes lists of Inclusive Education Committee activities, and a three-year building-based planning process for implementing inclusion. (JPB)

Sketches some future trends of inquiry in adapted physical activity. These include investigation into ethics in adapted physical activity. Empirically based issues of inquiry include physical activity as a dependent measure, diverse and changing populations, theoretical and applied research, nomothetic and idiographic research perspectives,…

Argues that professionals and parents must weigh inclusion against competing values of high-quality programs, specialized services, and family-centered practices in making placement decisions for children. Demonstrates how these values and inclusion are difficult to achieve simultaneously. Argues that inclusive placement should be the goal, but…

Discusses the fallacies that pervade the English-as-a-Second-Language (ESL) profession: that students arriving in primary school do not require ESL support in order to mainstream successfully. Describes a program designed to help younger-arriving ESL learners once they reach high school, with powerful implications for practice in all K-12…

Describes inclusive education, explaining what it is and what it is not; presenting components of successful inclusive programs (strong leadership, collaboration, student support, refocused use of assessment, funding, and effective parent involvement); and describing the parent's role. Sidebars discusses person-first language, the Individuals with…

Discusses an ethnographic study that followed cohorts of English-as-Second-Language learners enrolled in mainstream Canadian classrooms in kindergarten through Grade 2. Examines classroom practices that appear to offer participants access to the linguistic resources of their community and those in which participants appear to have limited access…

Three different methods were used to investigate the basis of judgments about the success of inclusion made by key staff in an education service in the UK. First, a structured questionnaire was used by staff to rate the pupil social and learning skills needed for success in mainstream classes. Second, an open-ended elicitation technique was used…

Background: The Mental Health Service for People with Learning Disabilities (MHSPLD) is a service development in keeping with UK government policy that promotes cross agency working and access to mainstream mental health services for people with intellectual disabilities. We aimed to show whether the service model brought about improvements in…

The author, a mother of Lauren, a three-year-old girl diagnosed with Autism Spectrum Disorder, describes her anxieties and worries in sending her daughter to preschool. She worried that Lauren's GFCF diet might not be followed and that she might regress with the overwhelming options and stimulation that school offered. The author describes her…

Initially, it is pointed out that adherents of a psycho-medical perspective often suggest exclusive solutions to special educational dilemmas and that such theorizing has been heavily attacked in past decades. However, it is argued that opposition of the psycho-medical understanding of special education runs the risk of blurring differences…

Based on changes in the delivery of early childhood special education (ECSE) services, an argument is made for including content related to the purposes and models of consultation as well as collaborative process skills in personnel preparation programs for early childhood special educators. The content of current personnel preparation programs…