Students with disabilities can be a successful part of a regular science classroom setting. This article describes the requirements of Public laws 94-142 and 93-112 and explains how science teachers can provide the least restrictive environments. (Contains 26 references.) (PR)

Suggests that there are far more identified children with autistic spectrum disorders in mainstream secondary schools and colleges than there were a decade ago. Offers research-based educational strategies for developing language and communication skills, social and affective information processing, social communication skills, and motivation for…

Identifies amendments to Public Law 105-17 that relate to physical education and inclusion of students with disabilities, discussing their implications. The paper highlights issues related to Child Find, personnel training, and Individualized Education Plan (IEP) team members and program development. Sidebars discuss reauthorization procedures,…

This study examined the effect of contact by hearing students (N=70) with mainstreamed high school students with hearing impairments on hearing students' evaluations of personal qualities of speakers with three levels of speech intelligibility and their attitudes toward deafness. In general, students with contact expressed more positive…

Adopting full inclusion as the implementation strategy for educating children under the Individuals with Disabilities Education Act (IDEA) will eliminate the discretion granted parents and guardians under the act. Discusses the intent of IDEA, its legal interpretations, and implications for school social workers. (Author/MKA)

Principals of site-based managed schools face numerous special-education program implementation challenges, such as appropriate committee compositions, inconsistent service delivery decisions across schools, interschool isolation, deflection of advocates, and policy guidance problems. Principals are ill-trained for inclusion and special-education…

Explores whether past experiences in mainstreamed classes exert a positive influence on present attitudes of typical secondary students and whether their attitudes differ according to their ages, the specific disabilities encountered, or activities involving disabled peers. Presents the findings and conclusions in detail. (CMK)

This article describes an Irish program linking mainstream pupils (n=30) and their counterparts with severe and profound learning difficulties (n=16) and assesses the social and educational benefits for all involved. The program had a positive impact on the emotional reactions of young people toward interacting with their peers with learning…

This article suggests "mainstream inclusion" be replaced by "educational inclusion" in order to avoid the implication that venues other than mainstream schools are inferior. It argues that placement of pupils with disabilities should be informed by a consideration of the effectiveness of the venue in raising academic and social standards.…

A computer-assisted notetaking (CAN) system to help hearing-impaired students in mainstreamed classes use a Macintosh laptop computer on which the notetaker types notes connected to a television monitor easily viewed by students. Evaluation results in two mainstream high school social studies classes reported that teachers, notetakers, hearing-…

Urges "watering up" the curriculum for adolescents with learning disabilities and identifies principles associated with making knowledge construction more meaningful. Offered are specific instructional techniques for use in inclusive settings, such as focusing on teaching big ideas, promoting elaboration, relating to real-world contexts, and…

This study compared Individualized Education Programs (IEPs) for 108 elementary grade students with mild disabilities in either resource or inclusive settings. IEPs for resource students had more service minutes, more long-range goals, used more information sources, indicated better correspondence between IEP components and student ability level,…

Discusses some of the issues associated with effective instruction for students with severe disabilities enrolled in general education classes. It is argued that developing a valid technology of instruction will require the field to reconceptualize our current model of teaching and learning for this group of students. (Author/CR)

Contains four articles: (1) "And the Walls Came Tumbling Down: Including Children Who Are Differently Abled in Typical Early Childhood Educational Settings"; (2) "On Teasing, Taunting, and 'I Can Do It by Myself'"; (3) "A Teacher's Responsibility--To Be Enthusiastic about Teaching Fast and Slow Learners Alike"; (4) "A Child with Severe Hearing…

Two students with language learning disabilities (LLD) and two younger typically developing peers were videotaped in their emergent reading groups for analysis of the distribution, types, and functions of teaching scaffolding sequences. Both the regular and special education teachers used primarily directive scaffolding sequences and provided…