This article introduces a series of papers that explain and illustrate how a higher order thinking curriculum can be designed for a full spectrum of students, including students with learning disabilities. The article discusses an approach in which concepts, rules, and strategies are taught by organizing content around the process of noting…

This article, focusing primarily on England and Wales with some data references to the United Kingdom, describes the general education system, special educational provision, support services, integration, training of special educators, and challenges for the future. The impact of the Education Acts of 1981 and 1988 is also discussed. (JDD)

Individualized education programs for 48 students with mild mental retardation and behavior disorders attending integrated elementary and secondary schools were evaluated for current, appropriate practices regarding generalization, functionality, age-appropriateness, and curricular area of emphasis. Results indicated that, although appropriate…

Comparison of handicapped junior high school students (N=11) mainstreamed in low achieving classes with their nonhandicapped classmates found significant differences in the observed behaviors of discussion and not paying attention but no differences in teacher ratings of classroom behavior or report card grades. (Author/DB)

The Individuals with Disabilities Education Act (IDEA) requires school districts to educate students with disabilities in the least restrictive environment (LRE). The IDEA does not require mainstreaming in all cases; however, in several recent cases, courts began to tip the scales in favor of inclusive programming for these students. Reviews cases…

A case study is presented of a girl (age six) with multiple disabilities including moderate to severe mental retardation who was fully included in a regular first-grade classroom. The experience indicated that students with multiple disabilities can learn to follow classroom routines, follow directions, acquire new skills, and improve their…

The National Center on Educational Outcomes offers guidelines for including students with disabilities when identifying outcomes, assessing students, defining acceptable performance, and reporting on schools' progress in meeting outcomes. Schools should include all students in their accountability and data collection programs. All students have…

Offers insights into successful elementary instruction for Limited English Proficiency (LEP) students in the regular classroom: learn as much as possible about each student's culture; encourage LEP students to share their history, culture, and language with the class; invite parents to take an active role; and employ the same literacy teaching…

The social support and self-esteem of 115 adolescents with visual impairments who attended mainstream Finnish schools, and a control group of 607 classmates were assessed. Self-esteem of the adolescents did not differ; relationships with friends contributed to the enhancement of the self-esteem of the adolescents with visual impairments.…

A study examined data from annual reports to Congress regarding placement practices for students with learning disabilities over the past six years. Results found that students with learning disabilities are being educated in increasingly less restrictive settings, although placement practices differ considerably from state to state. (Author/CR)

This article discusses methodologies for differentiating instruction for gifted students in regular social studies classes including curriculum compacting, conceptual thematic units, questioning strategies, interest development centers, independent study, and mentorship. Recommendations comply with performance expectations of the National Council…

Reviews and comments on educational policy reform issues in Hong Kong in the areas of: (1) quality education; (2) English language benchmarking; (3) initial teacher training; and (4) integration of students with special needs into ordinary classrooms. Discusses reforms in terms of consistency, coherence, and cultural fit. (SLD)

Describes a social science curriculum, "Amazing Discoveries," which meets the needs of middle school students with learning disabilities for social skills intervention, is appropriate for all students and fits in with the mandated social science curriculum. The curriculum includes 28 experiments and demonstrations that teach principles of social…

An interview with Margo Mastropieri, special-education-teacher educator, discusses science instruction for students with learning disabilities in inclusive settings. The value of activity-based approaches to science instruction for these students is emphasized. Ways of adapting both textbook-based approaches and activity-based approaches are…

Federal statutes, regulations, and major least-restrictive-environment cases provide numerous consistent principles that schools must adhere to in promoting inclusive educational practices. There are four major themes: consideration of an individual student's unique needs, presumptive right to an integrated education, educational appropriateness,…