Children with autism spectrum disorder (ASD) are often placed in inclusive mainstream education (ME) or exclusive special education (SE) settings. While ME settings usually offer less-intensive and structured intervention programs than SE settings, they offer more exposure to typically developing peers. A total of 121 children (2-5 years old) with…

The principle of inclusive education has been increasingly recognised over recent decades and most countries officially support schooling of children with disabilities in mainstream settings. The SPARCLE study offers the opportunity to report on the schooling practices for children with cerebral palsy according to the nature and severity of their…

Although inclusive postsecondary education programs are increasingly available, little is known about the attitudes of matriculating college students toward the inclusion of students with intellectual disabilities in their classes. To assess these attitudes, the authors surveyed 256 college students about their attitudes toward students with…

Potential cognitive indicators of the level of special educational needs (SEN) were investigated in 52 children with autism. Two general indicators (intelligence quotient and cognitive modifiability) and three specific indicators (theory of mind, executive functioning and central coherence) were evaluated for their ability to discriminate three…

This volume presents the latest research from internationally recognized researchers and practitioners on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. In their contributions, authors sketch the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own…

The needs of students with profound and multiple disabilities (PMD) have received more attention in the educational research and best practice literature over the past decade, especially in relation to the importance of maximising their social and communicative engagement. However, perhaps as a function of their low incidence rate and resultant…

Most people probably assume that the quality and type of education that children receive in school influences academic progress, but may be less clear about the ways in which parents can also influence outcomes. When a child has a developmental disability then the most people will be less confident about predicting the effects of schools or…

Cognitive and affective characteristics of a successful mainstreaming teacher are reported from a sample of administrators, regular classroom teachers, and special educators. Among the characteristics noted are love for children and a concern for their needs, positive attitudes toward and knowledge of special education and mainstreaming. (CL)

Background: Judgements about students' competence influence the goals of their individualised education programs (IEPs), the location of service delivery, and their placement in general education (GE) as opposed to special education (SE) classes. The purpose of this study was to describe how presumed competence to learn the GE curriculum was…

As people with disabilities are becoming more included in society, professional counselors are required to develop skills and identify tools to assess, counsel, and advocate for these clients. This article presents Pennsylvania counselors' definition of functional assessment and procedures, techniques, and instruments currently in use. Most…

In an effort to help developmentally delayed or disabled children succeed in an integrated or regular early childhood classroom setting, the Rural Area Model Preschool Project staff developed an ecological inventory to identify the behaviors and skills expected of preschoolers in classroom settings. The inventory was used for 2 months in eight…

This report evaluates the Early Childhood Language-Centered Intervention Program in New York City Public Schools. The program was designed to promote the development of preschool handicapped students in a variety of areas. The program objective proposed that the target students would show statistically significant improvement at the .05 level in…

This study presents a psycho-educational intervention using cognitive-behavioral techniques to modify and improve thinking strategies as well as facilitate behavioral adjustment and generalization of strategy use in children with learning disabilities attending mainstream schools. One hundred and twenty Greek pupils in 2nd, 3rd, and 4th grade were…

This paper presents a study of two intellectually gifted students (ages 6 and 14) who have cerebral palsy and are unable to communicate orally. Results of participant observation, interviews, and document analysis revealed that: (1) gifted students who have cerebral palsy and do not speak exhibit indicators of cognitive ability that are similar to…