Families who have children with delays or disabilities are often expected to become advocates for their children. Despite this inherent expectation, there is limited research available focused on advocacy during the early years (birth to three). The purpose of this study was to use qualitative inquiry, specifically semi-structured interviews, to…

Training and coaching are cited frequently to achieve different goals, by different people, across different fields. "Who" provides training and coaching and "where" and "how" they are provided may influence the effectiveness of the training and coaching efforts, making the clear identification of these contextual…

This case study examines how individuals construct definitions of handicapped and mainstreaming. The effect of these definitions was examined through interviews and observations of the peers, parents, and educators of a fifth-grade mainstreamed boy with disabilities. Results found that frames of reference can have a substantial impact on program…

Discusses the difficulties in conducting a case study on the attitudes and beliefs that individuals held about mainstreaming a boy with disabilities, including changes in terminology, methodological dilemmas, and discrepancies between the definitions that participants explicitly shared and observations of their interactions with the boy. (CR)

This 2-year qualitative research study examined the decisions teachers (n=32) made about their teaching practices in an inclusive elementary school. Findings indicate the individual school community mutually negotiated a common definition of inclusion that was fundamentally grounded in students' active participation in classroom settings.…