This article introduces a special journal issue about the impact of inclusion on students with severe disabilities. It comments that children belong with their peers in their communities, that schools need to be ready for inclusion, and that empirical research is needed to ensure that inclusion proceeds in a way that will benefit all children.…

Challenges to supported employment programs for people with disabilities include conversion of day programs to integrated work options, expansion of program capacity, the need to ensure consumer choice and self-determination, and the achievement of meaningful employment outcomes. Specific recommendations are offered for each challenge. (Author/DB)

This article discusses the characteristics of "positive behavior support," the incorporation of families as collaborators rather than helpers, the ecological validity of positive behavior support, outcomes that stress changes in lifestyle that permit inclusion in community-based activities from which the student was formerly excluded,…

This study examined the impact of educational placement in either general education or self-contained classrooms on the social life of 18 elementary-age students with severe disabilities. Results indicated that students placed in general education had more social contact with peers without disabilities, received more social support, and had…

A study found that the social life of three adults with severe intellectual disabilities improved by removing social barriers through keeping a personal schedule, social activity scheduling, creating a personal information sheet, developing a friendship form, keeping a photo address and activity file, and receiving regular feedback. (CR)

A study analyzed whether obsessive behavior could be used functionally as the theme of an appropriate social game and whether the game would increase social interactions between three children (ages 5-8) with autism and their peers. Results indicated that after being taught a socially appropriate game, social interactions increased dramatically.…

This study examined the meaning of "belonging" through participant observations and interviews in two middle school and two high school classes which included students with severe or moderate disabilities. Findings indicated that student membership depended on affiliation with a peer subgroup. Only two of the six students with disabilities…

This commentary discusses the limitations of traditional research and the benefits of participatory action research (PAR) that changes the stance of the researcher from dispassionate observer to that of friend, ally, and colleague of the "subject". The use of PAR in helping researchers, parents, and advocates work together in promoting…

This paper defines natural workplace supports for individuals with severe disabilities and proposes a working model for future research and practice. Emphasis is placed on natural supports as an outcome of successful employment rather than a distinct model for support and as a contributing factor to the quality of life. (Author/CR)

Social relationships were assessed in four classes of young children which included students with developmental disabilities. Reciprocal, positive relationships were found between children with disabilities and their classmates. Social relationships varied according to individual differences in social status and social profile of the children with…

General educators offer their perspective on inclusion of students with disabilities. They point out the advantages of ongoing collaboration among regular and special educators, paraprofessionals, and specialists. They note that general education classes are already highly diverse but the single teacher lacks the advantages of collaborative…

This commentary discusses the need to review priorities embodied in systems providing services to children with disabilities and their families, and how special educators are trained. It urges educators to look outside of schools to the broader community to plan for full inclusion and the supports necessary to facilitate true participation. (CR)

Five elementary schools were studied to investigate the way teachers used peer interactions to facilitate the inclusion of a student with moderate or severe disabilities. Strategies included encouraging peers to work with students with disabilities, treating the student as "just another student;" encouraging age-appropriate interactions, and…

A study of 151 parents of adolescents with severe disabilities found the adolescents primarily participated in family and home activities, with less frequent participation in school and community functions. Child characteristics and family variables influenced an adolescent's level of integration in home and community, with only child…

A survey of 166 high school students without disabilities in Washington yielded 7 categories of perceived positive outcomes of integration experiences, such as increased responsiveness to needs of others, increased appreciation of human diversity, and development of personal values. More positive outcomes were associated with more contact,…