Summarizes documents from the ERIC database that provide suggestions for integrating disabled students into elementary and secondary school drama activities, as well as information about programs and activities that encourage understanding and appreciation of school children with physical and mental disabilities. (MS)

Lack of an agreed-upon definition for the Regular Education Initiative (REI) represents a significant obstacle to coherent debate. Three interpretations of the REI exist: merger of regular education and special education, partnership between regular and special education, and full integration of all children into regular classrooms. (JDD)

Introduces a model that incorporates the skills needed for developing friendships, with the purpose being to help students with disabilities and their nondisabled peers develop the skills necessary for forming lasting friendships. Concludes that positive mainstreaming will be achieved only when nondisabled students accept peers with disabilities.…

Presents generic instructional strategies that can be used by vocational instructors to improve the quality of vocational education available to special education students in mainstreamed settings and to assist handicapped individuals' transition from school to work. Strategies are collaborative approaches, task analysis, cooperative learning…

A survey of the Deputy Ministers and Directors of Special Education across Canada examined the certification requirements of regular education teachers to work with exceptional students. Two provinces/territories require teachers to have completed a course in special education. No provinces/territories required a practicum experience in working…

The study describes friendship and acquaintanceship patterns of 47 families (of which 9 had handicapped children) attending an integrated day care program. Families of children with handicaps were more likely to become friends with other families of children with handicaps than with families of normally developing children though they desired…

The findings of a national review of integration policies and practices in Australia's schools, commissioned by the Commonwealth Schools Commission, are summarized. Barriers to effective integration in Australia are outlined and some of the factors vital to effective integration are discussed. (JDD)

Results of interviews with 15 first-year students at the National Technical Institute for the Deaf concerning their high school mainstreaming experience suggested that social mainstreaming may be more difficult to achieve than academic mainstreaming. (Author/DB)

Describes mainstreaming at the Dowling Urban Environment Learning Center in Minneapolis, Minnesota--a fully inclusive, racially mixed, K-6 magnet school that is expensive but well worth the cost. This school has a clear purpose, few signs of emotional exhaustion among staff, and little depersonalization. Dowling's ambience is in marked contrast to…

Analysis of 114 questionnaire responses from faculty in general early childhood education identified benefits and barriers of preschool mainstreaming. Most frequently cited benefit was "learning to accept differences," and most frequently listed barrier was "lack of trained staff and consultation." Rarely listed as barriers were negative attitudes…

Discuses mainstreaming students into drama classes. Suggests ways to determine whether a student is ready to be mainstreamed, the importance of age and interest-appropriate mainstreaming, and casting scenes and plays. (RS)

This article presents summaries of 22 documents on preparation for regular classroom inclusion of students with disabilities, selected from the ERIC (Educational Resources Information Center) and ECER (Exceptional Child Education Resources) databases. Guidelines for acquiring the documents and accessing the ERIC system through online services or…

Discusses reservations about the inclusion movement. Five main concerns are noted: (1) the movement's imprecise rhetoric; (2) the concerns of regular teachers; (3) the movement's naivete about emotionally and behaviorally disturbed (EBD) children; (4) the historical lack of support for EBD programs; and (5) the need to reduce school violence, at…

Describes the Bilingual Vocational Education Program for Refugee Youth in Richmond, Virginia. Presents data that support the concept of mainstreaming refugee youth with limited English proficiency into public vocational education programs using the assistance of bilingual aides. (Author)

The President of the American Association on Mental Retardation offers a newly realistic approach to mental retardation, requiring honest assessment of the impact of mental retardation, full rights for people with mental retardation, public policies to enhance integration, and awareness of sources of peril to the lives and freedom of people with…