The research investigates the thoughts, needs, wishes and preferences of a pupil diagnosed with autism spectrum condition in regard to her daily experiences in a mainstream early years' setting, in a small Greek island. The purpose of this case study was to explore and provide an example of how the designing of the Individual Learning Plan could…

Behavioural, emotional and social difficulties (BESD) are a significant impediment to effective teaching and learning in England and Wales. Initiatives such as in-school Learning Support Units (LSUs) and off-site Pupil Referral Units (PRUs) aim to address BESD through short-term individualised learning programmes, followed by mandatory…

This study discusses the results of a collaborative action research project in a multi-disciplinary school for children with disabilities. The aim was to alter practices and views of the professionals concerned in order to promote the inclusion of four children in mainstream schools. Three interrelated programmes were designed and implemented over…

A restructured postgraduate teacher education programme is described specifically with regard to its commitment to prepare educators to work effectively with deaf and hard-of-hearing children in inclusive settings. The focus of the paper is on the design and development process rather than on the evaluation of the outcomes. Background information…

Describes how Brighton Area Adult Education Service managed to run a successful "wider outlook" course that achieved integration of special needs students with the general public. (JOW)

This essay describes the setting up of early intervention services in Vietnam. From the outset, there was a focus on developing staff training programmes alongside establishing model early intervention programmes to ensure that the work would be sustained at the end of the project funding and spread throughout the country. The success of this work…

This paper analyzes a project approved by the Spanish government in 1985 to integrate special needs children into regular education. Outlined are characteristics of the Spanish educational system, parameters of practice in the integration project, and plans for the systematic evaluation of the integration project. (Author/JDD)

This paper emerges from an ongoing study which involved, firstly, key informant interviews with strategic personnel within the Irish education system, such personnel representing both service providers and service users. The first part of this paper provides a brief summary of the findings of that aspect of the study in relation to the key…

This report presents the views of the Advisory Council for Special Education Needs for Queensland, Australia concerning effective education for students with special educational needs in regular schools. Three issue areas are identified: (1) commitment and advocacy; (2) effective management of education; and (3) improved human resource development…

The article presents an historical review of specialized education for blind and visually impaired children in India and specifically addresses the issue of mainstreaming these students into integrated settings. Data and discussion of rural education projects and teacher training programs are outlined. (Author/DB)

The seminar examined integration of blind children into regular primary schools in Argentina through defining the functions of the "integrating teacher" and the classroom teacher, specifying components of educational planning for the integrated blind child, and evaluating the importance of inter-institutional actions on integration. (DB)

This article discusses mainstreaming of a student (age five) with physical, intellectual, visual, and suspected auditory impairments in her neighborhood school in Auckland, New Zealand. Comments of the people involved in the program, including the principal, teachers, teacher's aide, family members, and fellow pupils are reported; and the success…

This report examines preschools for children with disabilities in Sweden. In Swedish society the roles of the family and the environment are emphasized with the preschool serving as part of a family support system for children with disabilities. The value of a family oriented intervention is stressed. The first section discusses Swedish provision…

Five case studies illustrate "good practice" in integrating handicapped secondary students. The articles focus on programs in Italy, the U.S., England, and Norway. Papers on the Scuola Di Rienzo on Rome and the Drayton School in Oxfordshire, England describe lower secondary schools. The Rome program was once a special school for…

The English study monitored the first stages of an integration plan involving nine handicapped 12-year-old boys. The study pointed out the need for coordination between the special school and the special unit of the mainstreamed school and for an adequate curriculum for the students at the mainstreamed school. (PHR)