In Irish classrooms, one option for educating children with Autism Spectrum Disorder (ASD) involves placement in a special class co-located in a mainstream primary school. This study surveyed 125 primary school teachers who taught in these classes. An evaluative framework of teachers' professional development was used to analyse primary teachers'…

The Individuals with Disabilities Education Act (IDEA) requires that schools assist students with disabilities to develop independent living skills and abilities essential to succeed in most of their life's endeavors. According to the law, each student with a disability must have an individualized education program (IEP), and the IEP must address…

This paper examines research findings concerning the loci of the pervasive academic underachievement among deaf and hard-of-hearing (DHH) children and issues associated with interventions and instructional methods that could help to reduce or eliminate it. Investigators have hypothesised that at least 50% of the variability in DHH students'…

What would schools and classrooms look like if they truly mirrored our democratic ideals? In this issue of the Occasional Papers, five authors explore current and historical questions related to the inclusion of children with disabilities in public schools. The history of educating children with disabilities--an ongoing civil rights issue--has…

The purpose of this study was to determine the effects of a cooperative learning (CL) intervention on the levels of social and task engagement of a child with autistic spectrum disorder (ASD) conducted in a mainstream class setting and a child with ASD implemented in a special needs class setting. The target children were two 8-year-old boys…

One of the provisions of the law for special education in Cyprus is for children considered as having special needs to be educated in "special units". The purpose of this study is to investigate and observe the way that "special units" function in the educational environment in Cyprus, paying particular attention to one unit in…

Sixty-two first graders identified as being at risk for later learning difficulties were assigned to either of two special classes or distributed through regular first grade classes and were provided with one of the following forms of treatment: direct teaching of reading, indirect teaching (perceptual-motor training), combined treatment, and…

The failure of common methods of research synthesis to arrive at conclusions about effectiveness of special education is discussed. Meta-analysis, the analysis of analyses, is proposed as an alternative. Results of meta-analyses in the areas of special versus regular class placement, process training, and medically-based intervention are…

Designed for teachers, the book discusses characteristics of retardation and suggests teaching strategies for retarded children in regular classes. Statistics and definitions of the levels of retardation are described, environmental influences are summarized, and diagnostic factors are reviewed. Discussed are physical, intellectual, and…

This paper addresses ways in which regular art teachers can effectively serve students with mental disabilities and ways in which administrators can guide their districts regarding integrated situations in art education. A rationale is offered for including art education in the education of students with mental disabilities. Factors to be…

Described is the program at Clarkston High School, which promotes independence in aurally handicapped students. Instructional services are noted to fall into several categories: self-contained and resource instruction, totally mainstreamed schedules, and resource-tutorial assistance. The program is also reported to offer the following activities…

The article describes a social skills training group for 10 British autistic children (ages 9-16 years) which aimed to integrate them into the regular classroom. The weekly sessions were held over 4 years and followed guidelines of G. Mesibov and S. Spence. (Author/DB)

The study sampled 145 elementary school handicapped children in order to compare a mainstreamed and self-contained special education program in a large urban school district. (Author/PHR)

This study sought to determine effective instructional practices for hearing-impaired students in mainstreamed and special classes. It involved a survey of 63 secondary mathematics teachers (with an 87% response rate), teacher logs of assignments and class work, and live observations. The study found no main effect for type of classroom…

The "special" quality of special education is the body of knowledge, skills, and attitudes which are used in the education and training of exceptional school children. In practice, these children have been those who public school systems could not or would not teach. The history of education for exceptional children is a simple story of massive…