Reviews research on the use of computers in preschool and kindergarten classrooms and their effect on social development. Also discusses gender differences in computer use among young children and the effects of computer-based activities on the inclusion of children with disabilities. Implications for preschool curriculum are examined. (MDM)

Test modifications and techniques that teachers can employ to adapt their tests to meet individualized needs of mainstreamed students with disabilities are considered. Suggestions are offered to assist special education teachers in helping general educators design tests; address test reliability, validity, content, and format; and develop…

Regular education teachers who have students with disabilities in their classes may face challenging behaviors that have the potential to interfere with the learning process. The article describes some strategies that regular educators can use to successfully handle disruptive or distracting behaviors, focusing on prevention and problem solving.…

This paper presents a model for the full integration of children with severe speech-language problems into the regular classroom. It describes characteristics of this population, structure and roles of the collaborative teaching teams, the critical importance of administrative and parental support, and the active involvement of the staffing team.…

This article discusses a collaborative effort between a speech-language pathologist and a regular third-grade teacher, with the goal of improving communication skills of students throughout the school. Students needing speech-language services were taught specific skills in individual pull-out sessions and general communication skills in regular…

A collaborative service delivery model for provision of speech-language services is presented. The model uses children's literature and content material in a writing process approach to teaching oral and written language skills in the general classroom, and uses pull-out support for initial instruction of voice, fluency, and articulation skills.…

Four paraprofessional staff members in a mainstreamed day care program were trained to engage in positive interactive behaviors during diaper changing. Results indicated that staff increased frequency of game playing and other interactive behaviors during diapering, but increases were not generalized to feeding routines. (Author/JDD)

The influx of children prenatally exposed to drugs represents a heightened challenge to early childhood education programs. Efforts are needed for establishing developmentally appropriate practices, administrative supports, access to special education services, and personnel preparation programs. Guidelines and suggestions relating to these…

This study investigated sources of resistance to development of integrated preschool programs, expressed in interviews with 30 parents, teachers, and administrators and in observations of planning meetings. Findings suggest that perceived loss of political control over aspects of programs that have been informally negotiated among parents,…

This reply to a commentary (EC 600 858) on a previously published paper (EC 230 267) dealing with the regular education initiative (REI) argues that a critical element in managing mainstream classrooms is use of team approach, that existing visions of the future are tenuous, and that integrated student placement is a preferred condition but not…

Results of this study, involving an adolescent with learning and behavior problems, indicated that self-monitoring can be successfully used in special education settings and then implemented with little effort in mainstream classes to improve on-task behavior and academic performance. (Author/JDD)

This study examined teacher-student interactions in 18 middle school social studies and science classes (which included mainstreamed students with disabilities) whose teachers received a 6-session inservice emphasizing teacher effectiveness variables. Differential effects were found for teacher and student type. (Author/DB)

Discusses the term "at risk" and explains its application to students of social studies. Lists 34 categories of at-risk students and 18 methods that teachers use to encourage and motivate students. Argues that at-risk students do not need isolated, special programs or stigmatizing labels. (SG)

Performance data on three children with moderate to severe developmental disabilities, observed in both inclusive integrated and self-contained segregated kindergarten settings, support the conclusion that individual child and setting characteristics transcend administrative model in determining engagement levels across social and academic…

This study analyzed 1,468 special education directors' perceptions regarding personnel needs, quality of preparation, training needs, and administrative policies/practices for mainstreaming students with disabilities. Administrators with special education teaching experience or course work had higher levels of mainstreamed students. The highest…