Parents (N=41) of special education students and parents (N=93) of general education students whose children were placed in integrated elementary classrooms were surveyed. Both groups of parents were equally satisfied with the integrated option, and parents' satisfaction levels either held constant or improved after several months with the…

The paper recommends that young children with disabilities be placed in preschool classes with normally developing children whenever possible. Significant benefits are cited in the areas of social, emotional, and communication development when children with handicapping conditions are educated in settings with their nonhandicapped peers. Four…

This article considers the appropriateness of full inclusion for all students with learning disabilities. It clarifies the relevant terminology and examines the premises and assumptions of full inclusion. Preservation of the continuum of alternative placements for students with learning disabilities is recommended. (Author/DB)

Interviews with 19 general education teachers of grades K-9 found that, despite teachers' initial negative reactions to placement of a child with severe disabilities in their classrooms, 17 teachers described positive transforming experiences and identified benefits to the students with disabilities, their classmates, and the teachers themselves.…

The paper distinguishes American and Canadian applications of the terms "mainstreaming" and "integration" in relation to placement of exceptional children in settings which foster interaction between them and their non-handicapped peers such as regular classes in neighborhood schools. The two terms are seen to represent…

The hearing impaired child has been the most neglected exceptional student in the public day school system. Mainstreaming efforts should consider the individual educational needs of both severely and less severely hearing impaired students. (JN)

This article examines the challenges and successes experienced over four years by three academically gifted students with deaf-blindness in inclusive educational programs, and presents recommendations about placement of students with similar needs in inclusive programs. (Author/DB)

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…

This response to an article by Bruce Taylor on inclusion of students with disabilities in regular classes argues that it is not possible to meet the needs of all children in the general education classroom and points out that inclusion is generally favored by advocacy groups for low-incidence disabilities and policymakers wanting to cut costs. (DB)

This analysis of national program record data since 1977 found that, overall, increases have occurred in placements of students with disabilities within general public schools and within general education classes. Integration patterns, however, have varied substantially across disabilities, with students having sensory impairments showing the most…

This study examined effects of a child's diagnosis (autism vs. Down syndrome), age, and current educational placement on parental perceptions toward inclusion. Parents of Down Syndrome children tended to endorse full-time inclusion, whereas parents of children with autism endorsed part-time mainstreaming. Parents of younger children and parents of…

Because the physically disabled student must adjust to his/her inclusion into a nonhandicapped environment and to large group instruction simultaneously, the preparation of inservice teachers and nonhandicapped students should acquaint them with the physical, psychosocial, and academic factors associated with handicaps. (JN)

The paper reviews trends in the integration of young disabled children and proposes replacement of the traditional concept of least restrictive environment as a continuum of placement with a concept of integration opportunities determined by individual child needs, family needs, and community resources. The need for integrated service delivery…

Federal legislation for educating students with disabilities guides the selection of educational placements on the basis of the least restrictive environment, which must encourage the promotion of social interaction between students with disabilities and their nondisabled peers and must provide students an appropriate education. Some advocacy…

This article explores the effects of the integration movement on the placement of preschoolers with disabilities and describes the effects of integration and developmentally appropriate practice (DAP) methodology on assessment and instructional practices. The paper concludes that programs following the DAP guidelines can be adapted to promote…