Analysis of 202 questionnaires completed by childcare center personnel found 90 percent of respondents agreed with the concept of integration of young children with special needs and 76 percent thought integration was beneficial for typically developing children. Curriculum adaptations, classroom integration, and identification of developmental…

A study involving 130 parents of children with visual impairments found parents were generally supportive of mainstreaming, but many also identified a number of risks and problems with it. Their child's social isolation concerned parents, along with the general education teacher's lack of knowledge and experience with visual impairments. (Contains…

This study compared peer interactions in 12 play groups of 6 preschool children each, containing either typically developing children, children with developmental delays, or both typical and delayed children. Results indicated higher levels of peer interactions in mainstreamed settings but a lack of full acceptance of children with delays by…

A teacher checklist is presented for accommodating students with acquired immune deficiency syndrome (AIDS). Points to consider when designing an educational program for students with AIDS include maintaining flexibility, using universal precautions, fully including the student with AIDS, educating parents, and coping with death. (JDD)

This study, involving 40 general educators each with at least 1 student with a learning disability, found that teachers who received instructional recommendations on how to incorporate curriculum-based measurement feedback into their instructional planning designed better instructional programs and effected greater achievement for their students,…

Examines the effects of the Education for All Handicapped Children Act, which mandates the inclusion of children with disaabilities in regular physical education programs to the maximum extent appropriate. Discusses the challenges that physical educators will face and the preparations they can make to proceed smoothly with inclusion. (MDM)

Application of systematic research synthesis procedures to 28 studies of general education teachers' attitudes toward inclusion indicated that, overall, about two-thirds of the teachers support inclusion. Their support, however, varied depending on the disability. Only one-third or less believed that they have the time, skills, training, or…

Discusses issues in mainstreaming visually impaired students to a middle school. Considers the decision to mainstream a special needs student, the use of paraprofessionals, modifications to classroom and curriculum, technology equipment, socialization, and student attitudes toward the new student. (JPB)

Investigated how rural teachers managed their work in inclusive classrooms. Interviews and observations developed the theory of selective adaptation, which suggests teachers can be classified as technicians, strategists, or improvisers according to the extent to which they selectively adapt classroom practices. A relationship existed between the…

Two studies examined the knowledge, attitudes, and behaviors of typically-developing children attending inclusive, university- or community-based early-childhood programs and the beliefs of their parents. Found that parents' beliefs and children's attitudes toward children with disabilities were positively related to the frequency of children's…

Describes Israel's special education system and educational legislation, focusing on changes in special education concepts and ideological perceptions, systemic structural changes locally and nationally, and curricular and intervention perspectives. Examines diverse solutions for resolving the conflict between providing the most supports and…

Describes how various European countries are providing school choice for students with learning disabilities, focusing on the experiences of the Netherlands, Sweden, and Denmark, each of which has adopted school choice as part of its national educational policy, with very different provisions in the area of special education. The paper also…

Traces the experiences of two Spanish-speaking children of Puerto Rican origin learning to read and write English as they learned to speak it in mainstream first-grade classrooms in an urban school where instruction followed a basal series. Discusses their accomplishments in language and literacy in terms of issues in second language acquisition…

A study examined parent and caregiver perceptions of educational opportunities for 17 students with severe disabilities in an inclusive high school and 27 students with severe disabilities in a high school that focused on community-based programs. Results indicate that interview participants supported inclusive schools and believed children were…

This case study chronicles the use of two educational planning tools, COACH (Choosing Outcomes and Accommodations for Children) and VISTA (Vermont Interdependent Services Team Approach) for a 4-year-old with Down syndrome who attends a general education preschool. The decision-making process and follow-up interviews are described, illustrating the…