Because of the lack of empirical findings about inclusion of students with emotional/behavioral disorders in regular education settings, this study obtained initial data including district level data regarding student placement; service provisions; personnel needs; impact on general education teachers; and student outcome data for one cohort of…

Discusses the dynamics and development of prosocial play activities for children with a variety of handicapping conditions. Suggests ways for teachers to facilitate the participation of children with special needs. Contains 14 references. (Author/LB)

Discusses changes in school organization in Germany. Three models are being implemented: differentiating instructional objects, peripatetic teacher system, and cooperative schools. Change in teachers' professional identity has come through changing emphasis in teacher training to teachers as change agents of the social environment as well as of…

The Vocational Education to Work model is a system of communication and support between vocational and special educators, designed to train students with disabilities in mainstreamed vocational education. The model's four sequential components include active recruitment, guided placement, continuing support, and job placement followup.…

This article provides an overview of European trends in integration for persons with disabilities, with emphasis on the slow pace of integration in Germany. The historical, attitudinal, and political context of German disability services are stressed, noting the effects of reunification, community living, workplace and school integration, and…

This paper focuses on educational services that attempt to contribute to the quality of life of students with intellectual disabilities. It addresses, from an Australian perspective, the areas of special educational facilities and their educational function, policy and curriculum, teaching strategies, integration, and parent role. (JDD)

Provides suggestions for preschool, elementary, and middle grade teachers on mainstreaming students with physical and medical difficulties. Suggestions focus on parent involvement, peer interaction, environment and training considerations, and instructional adaptations. Discusses topics, such as emergency care plans, that relate to making the…

This article discusses legal developments relating to the 1981 Education Act in Great Britain, focusing on court interpretation in the areas of parental rights and participation, wider integration of students with special needs into ordinary schools, defining a special educational need, reassessments, and repayment of fees. Possible future trends…

This paper describes components of the Teacher Support System, an approach to providing behavioral counseling support to teachers with students having severe problem behaviors. Personnel and procedural components are described, along with descriptive and outcome information from case studies of students who have received support from the system.…

This article argues that the literature offers inconclusive evidence to support Ontario initiatives mandating destreaming of students by ability level. Issues discussed include academic performance, segregation on the basis of academic ability, opportunity for equality of academic outcomes, drop-out rates, attitudes, and sociological constructs.…

This article demonstrates how teachers can use integrated curricular experiences incorporating art, literature, and drama to help middle school students with learning disabilities acquire content area concepts and reading skills. The instructional model is explained and illustrated with a study unit on the desert. (DB)

Adaptation of Bolman and Deal's conceptual framework of organizational theory and related research provides educational administrators with structural, political, human-resource, and symbolic frames for understanding current educational practices and for planning the integration of severely disabled students into the general education program of…

Through a self-report procedure, 41 mainstreamed hearing-impaired students' perceptions of their social integration were studied. The subjects (ages 7-19) perceived themselves differently than normal-hearing peers on items relating to verbal expression of emotions, verbal aggression, physical aggression, and interaction. Age and gender effects…

A middle school program designed to meet functional curriculum goals of students with mild and moderate disabilities in general education classrooms is described, with emphasis on specific preparation for teachers; extensive and thorough collaborative planning; and strong, ongoing implementation support. (DB)

Teachers in Tennessee are using the Classroom Ecological Inventory (CEI) to prepare students with mild disabilities for moves into mainstream settings. The CEI was field tested as part of the Peabody Reintegration Project and involves observation of the regular classroom, regular teacher interview, comparison of the special and regular classrooms,…