The article describes a program in which deaf students from a Canadian residential school for the deaf attended a regular high school for certain subjects. The program's success is attributed to planning, adequate staff support, and the fact that students maintained their positions of leadership in the residential school. (Author/DB)

Qualitative research methods were used to examine practices at an elementary school providing inclusive schooling for students with and without disabilities. Findings indicated that systems change occurred slowly, intentionally, and with a collaborative process of decision making which stressed development of policies, conditions, and supports…

The paper describes Project STIP (Supported Transition to Integrated Preschools), a demonstration project in San Francisco, California, which is developing and evaluating a model for integrating preschool children with special needs into regular education preschool programs. Project STIP also developed and evaluated a district-wide model for…

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The literature on in-service training needs of regular teachers teaching handicapped children in the mainstream is reviewed and a proposal…

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The paper reviews research on parent involvement in their children's mainstreaming along with variables that may promote or discourage…

The reference handbook is the product of an Iowa Department of Education, Bureau of Special Education project entitled "Accommodation Strategies." The project attempted to: facilitate mildly handicapped students in regular education through the development and utilization of unique educational strategies; enhance cooperative endeavors between…

The Program for Exceptional Children of the University of South Carolina developed a project to address the need for an improved service delivery model for handicapped students in rural South Carolina. The project trained regular elementary teachers at the master's degree level to function as consultants to other regular classroom teachers with…

Project CHIME (Children with Hearing Impairments in Mainstreamed Environments) was created to develop and implement strategies that promote effective mainstreaming of preschool hearing-impaired children, aged 2-5. This guide reviews issues that should be addressed before beginning a mainstreamed program, such as: funding; advance planning;…

This study attempted to identify variables supportive of inclusive programming for children with disabilities from the teacher's perspective. Structured interviews with 10 teachers at two pilot elementary schools in Indiana addressed issues concerning type and frequency of staff development, site visits to inclusive schools, previous experience…

The final report describes the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of 162 handicapped children (3-6 years old) in community settings. The major feature of the project was development of a full reverse mainstreamed preschool program, which included children…

The Utah Elementary Integration Model places students with severe disabilities in neighborhood schools that provide supported integration in age-appropriate grade-level homerooms, peer-referenced and community-referenced curriculum, a transdisciplinary team approach, and data-based training in natural settings. Twenty-seven participants achieved…

The report describes the first 3 years of the Homecoming Project, which was designed to return disabled students in regional special education programs to regular classes in 26 local Vermont schools. Fifty-eight such students (of whom 45% were moderately or severely handicapped) were transitioned into regular classes and 19 other students at risk…

The paper is a product of the 3-year project, "Functional Mainstreaming for Success," designed to develop a model for instructional mainstreaming of handicapped children (3-6 years old) in community settings. The model was implemented with three mainstreamed preschool classrooms in which half the children were handicapped. Large group,…

This final report of a federally funded demonstration project describes the impact of Project TEEM (Transitioning into the Elementary Education Mainstream). Project TEEM worked to enable school systems to implement a transition planning process for moving preschool-aged children with handicaps from early childhood special education programs into…

The article describes American University's Laboratory Science and Art Program, an elementary teacher in-service education program which develops and implements a science and art curriculum for blind, deaf, emotionally disturbed, and normal students in a mainstreamed setting in Washington, D.C. (DLS)