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Effective Practices for Preparing Young Children with Disabilities for School. ERIC Digest #E519.
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Salisbury, Christine L.; Smith, Barbara J. – 1993
This brief paper summarizes research findings concerning the identification and implementation of effective practices in early childhood intervention for children with disabilities. First, research documenting the effectiveness of early childhood intervention is noted and the importance of developing individualized programs within integrated early…
Descriptors: Delivery Systems, Disabilities, Early Childhood Education, Early Intervention
Public Integration of Students with Handicaps: Where It's Been, where It's Going, and how It's Getting There.
Gent, Pamela J.; Mulhauser, Mary Beth – Journal of the Association for Persons with Severe Handicaps (JASH), 1988
This article addresses integrated education for disabled students from both legal and educational perspectives. Variables critical to integration, including the influence of the media, the need for increased dissemination of legal and educational findings, the need for well-developed individualized education programs, and a critical examination of…
Descriptors: Disabilities, Educational Needs, Elementary Secondary Education, Individualized Education Programs
The Deception of Inclusion.
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Chesley, Gary M.; Calaluce, Paul D., Jr. – Mental Retardation, 1997
Questions the assumptions of those advocating full inclusion for children with developmental disabilities. It suggests that such programs are not improving the cognitive development of students with disabilities, that individualized programming while fully mainstreamed is rarely feasible, that the general education curriculum doesn't focus on…
Descriptors: Cognitive Development, Developmental Disabilities, Educational Philosophy, Elementary Secondary Education
Evaluating the Effects of Placement of Students with Severe Disabilities in General Education versus Special Classes.
Hunt, Pam; And Others – Journal of the Association for Persons with Severe Handicaps, 1994
This study compared 16 students with either a less or more severe disability from elementary schools using the "full inclusion" model and 16 similar students from schools using the special class model. The study analyzed individualized education plans and also compared program quality and student outcome variables. Significant…
Descriptors: Disabilities, Elementary Education, Inclusive Schools, Individualized Education Programs
Instruction of Students with Moderate and Severe Disabilities in Elementary Classrooms.
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Schuster, John W.; Hemmeter, Mary Louise; Ault, Melinda Jones – Early Childhood Research Quarterly, 2001
Details delivery of Individual Education Program objectives to K-3 students with low-incidence disabilities. Presents data on which teachers were present in the classroom and who delivered the teaching opportunities, frequency of IEP instruction, and instructional context of the lesson. Discusses the low level of IEP-related instruction in terms…
Descriptors: Class Activities, Disabilities, Early Childhood Education, Educational Environment
An Intensive Onsite Technical Assistance Model to Promote Inclusive Educational Practices for Students with Disabilities in Middle School and High School
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Clark, Nitasha M.; Cushing, Lisa S.; Kennedy, Craig H. – Research and Practice for Persons with Severe Disabilities (RPSD), 2004
The authors examined the effects of an intensive onsite technical assistance (IOTA) model on the inclusive practices of special educators. Three special educators received technical assistance that included performance assessments, workshops on inclusive practices, and intensive onsite follow-up support. Inclusive practices were measured using…
Descriptors: Educational Practices, Technical Assistance, Special Education Teachers, Informal Assessment